files.eric.ed.gov · (Physics) ABSTRACT. This document describes minimum competencies and suggested student activities for a seven-unit course called Principles of Technology. The

DOCUMENT RESUME

ED 311 225 CE 053 210

TITLE Principles of Technology Curriculum Guide. Curriculum-Development. Bulletin 1812.

INSTITUTION Louisiana State Dept. of Education, Baton Rouge. Div.of Vocational Education.

PUB DATE 87NOTE 327p.; Portions contain marginally legible print.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC14 Plus Postage.DESCRIPTORS *Energy; *Force; Industrial Arts; *Power Technology;

Secondary Education; State Curriculum Guides;*Technological Literacy; *Technology

IDENTIFIERS *Principles of Technology (Course); *Resistance(Physics)

ABSTRACTThis document describes minimum competencies and

suggested student activities for a seven-unit course calledPrinciples of Technology. The instructional units are called Force,Work, Rate, Resistance, Energy, Power, and Force Transformers. Thefirst section of the document contains information on how to use theguide, goals for industrial arts/technology education, goals ofteaching science, and the primary processing skills. For each unit,the guide contains unit objectives, learning activities, and conceptsto be learned and their associated student objectives. For eachconcept, specific skills, math activities, and suggested activitiesare listed. The appendices make up more than half the document andcontain advice for the teacher on how to teach the course,occupational information that the teacher can share with students,formulas related to the course, lists of equipment, design notes onspecial equipment, and information on industrial arts student faircompetitions. (CML)

************************************************************************ Reproductions supplied by EDRS are the best that can be made* from the original document. *

***********************************************************************

CURRICULUM DEVELOPMENTSTATE OF LOUISIANA

DEPARTMENT OF EDUCATION

PRINCIPLES OF TECHNOLOGYBULLETIN 1812

1987

US. OEPANTMENT OF EDUCATIONOttme el Educabonal Research 300 Improvement

E D ATIONAL RESOURCES INFORMATIONCENTER ERIC)

Ms document nas been repro:muted asreceived Nom the person Or organizationoriginating ItMmot changes nave been made lo impovetootoduCtiOn quality

FOints of view or ObiniOns Mated in this dociwog 00 not note/Matey represent °momOE RI position or poky

Issued by

Office of Vocational. Educationand

Office of Academic Programs

Wilier S. Cody, M.O.State Superinterrient

"PERMISSION TO REPRODUCE THISMATERIAL HAS SEEN GRANTED SY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

BEST COPY AVAILABLE3

EQUAL OPPORTUNITY STATEMENT

In compliance with Title VI of the Civil Rights Act of 1964, Title IX ofthe Education Amendments of 1972, and Section 504 of the Rehabilita-tion Act of 1973, this Educational Agency upholds the following policy:

THIS IS AN EQUAL OPPORTUNITY INSTITUTION AND ISDEDICATED TO A POLICY OF NONDISCRIMINATION IN EMPLOY-MENT OR TRAINING. QUALIFIED STUDENTS, APPLICANTS OREMPLOYEES WILL NOT BE EXCLUDED FROM ANY COURSE ORACTIVITY BECAUSE OF AGE, RACE, CREED, COLOR, SEX,RELIGION, NATIONAL ORIGIN OR QUALIFIED HANDICAP. ALLSTUDENTS HAVE EQUAL RIGHTS TO COUNSELING ANDTRAINING.

This public document was published at a total cost of $15,761.2 000 copies of this public document were published in this itprinting at a cost of $15,761. The total cost of all printings of thisdocument, including reprints is $15,761. This document waspublished by the Louisiana Department of Education, Office ofVocational Education, Post Office Box 94064, Baton Rouge, Loui-siana 70804-9064 for the dissemination of vocational education cur-riculum materials for new and changing occupational fields underauthority of Public Law 98-524. This material was printed in ac-cordance with the standards for printing by state agenciesestablished pursuant to R.S. 43:31.

4

STATE OF LOUISIANA

DEPARTMENT OF EDUCATTON

Principles of Technology

Curriculum Guide

Bulletin 1812

1987

Issued by

Office of Vocational Education

Don Wood

Assistant Superintendent

Wilmer S. Cody, Ed.D.

State Superintendent

5

TABLE OF CONTENTS

Foreword Ili

Acknowledgments iv

Louisiana State Board of Elementary and Secondary Education v

Members of Curriculum Writing Team vi

Rationale vii

How to Use This Curriculum Guide viii

Goals for Industrial Arts/Technology Education x

Goals for Teaching Science xii

Primary Process Skills xiv

Content Outline 1

.

Unit 1 Force 3

Unit 2 Work 12

Unit 3 Rate 20

Unit 4 Resistance 29

Unit 5 Energy 39

Unit 6 Power 48

Unit 7 Force Transformers 56

6

Appendix A To the Teachers 64

Appendix B Occupational Information Guide 65

Appendix C Overview of Principles of Technology 66

Appendix D Resources , 67

Appendix E Principles of Technology: Equipment List 76

Appendix F Project Fairs 77

98

Mr. Milton HamelPresidentFourth Congressional District

Dr. Claire R. LandryVice-PresidentFirst Congresgional District

Mrs. Marie Louise SnellingsSecretary-TreasurerFifth Congressional District

Mr. Jesse H. BankstonSixth Congressional District

Dr. John A. Bertrand ,

Seventh Congressional District

Bro. Felician Fourrier, S.C.Member-at-Large

LOUISIANA STATE BOARDOF ELEMENTARY AND SECONDARY EDUCATION

/v

0

Mrs. Gloria J. HarrisonMember-at-Large

Mrs. Martha Scott HenryMember-at-Large

Rev. Lionel JohnsonEighth Congressional District

Mr. Keith JohnsonSecond Congressional District

Mr. Jack PellegrinThird Congressional District

EXECUTIVE DIRECTOR

Dr. James Meta, Jr.Room 104, Education BuildingP. O. Box 94064, Capitol StationBaton Rouge, Louisiana 70804-9064

Ricky HollierGueydan High SchoolGueydan, Louisiana

Bob KennedyCaddo Magnet High SchoolShreveport, Louisiana

George R. Howe, Jr.Belle Chasse High SchoolBelle Chasse, Louisiana

Barry QuirkBelle Chasse High SchoolBelle Chasse, Louisiana

CURRICULUM WRITING COMMITTEE

vi

11

Bill BischoffL. W. Higgins High SchoolGretna, Louisiana

Kevin L. RumpleDonaldsonville High SchoolDonaldsonville, Louisiana

Raymond P. CassimerePlaisnnce High SchoolOpelousas, Louisiana

Arthur TalbotEllender Memorial Junior High SchoolHouma, Louisiana

RATIONALE

Developments in science and technology have improved our way of living and have become a major influence onour culture. No one in our culture escapes the direct influence of science. Because of the impact of scienceand technology on our social, economic, and political institutions, the education of every responsible citizenmust include not only the basic principles of science but also the attitudes and processes of scientificthought.

The nature of science itself determines the way that it should be taught. The definition of science is atwofold one: It is (1) an unending method or process of seeking new knowledge to answer questions of mecha-nisms but not purposes, and (2) the body of knowledge which results from this search. Science is an activeintellectual process which involves an investigator of any age and something to investigate. It is limited toinquiries of observable physical and social realities. Technology is the application of science to thesolution of practical problems. Technology is driven by science; and technology, in turn, influences science.

The discipline of science taught by the process approach teaches the student how to learn, and that intel-lectual gain is a permanent one for the student. Some students develop thinking skills in the normal courseof growing up in a complex world, but the acquisition of useful skills and attitudes is by no means automatic.Many students succeed in school by repeating what they are told in a slightly different form or by memorizing;such strategies are of little extended value. At present, relatively few students develop persistence in andzest for dealing with new concepts because they are not aware of their intellectual capabilities; thus,

students need literally to experience the application of skills in scientific processes in different situa-tions.

To be most effective, methods of both science instruction and industrial arts/technology education must bebased upon the development of skills in critical thinking. Guided practice in experimenting, observing,gathering information, organizing facts, and drawing conclusions will help to develop critical thinkingskills. Laboratory techniques should be employed whenever possible, and inquiry teaching/learning situationsusing both deductive and Inductive reasoning should be the predominant method used in nil classroomactivities. The teacher's role in a process-oriented science or industrial arts/technology classroom includesbeing a provider of problems, a discussion leader, a supplier of clues (when necessary), and a skillfulquestioner, i.e., a facilitator of learning activities. Thus> the aim of an effective science program shouldhe to equip each child with competencies in the basic processes and concepts of science through individualparticipation in activities and investigations specifically designed to develop such capabilities. Likewise,the aim of an effective industrial arts/technology education program should be to equip each student with theknowledge and appreciation of the importance of technology and of the safe and efficient application of tools,materials, and technological concepts. industrial arts/technology education should help the student deal withthe forces that influence the future, adjust to the changing environment, become a wiser consumer, and makeinformed career choices.

2 J3vii

]

HOW TO USE THIS CURRICULUM GUIDE

The Principles of Technology Curriculum Guide contains the minimum competencies and skills which should hetaught in this course. Also the guide contains suggested activities designed to assist the teacher inpresenting each competency; however, the teacher and the students should not be limited to these activities,nor bound to use all of them. Each teacher should build on the foundation of these minimum competencies toestablish the maximum program. possible for his/her students using the teacher's guide which accompanies thetextbook.

Developments in science and technology have improved our way of living and have become a major influence onour culture. No one in our culture escapes the direct influence of science through its manifestation intechnological developments. The writers of this guide have attempted to produce an instrument which mergesscientific theories and laws with technological skills, a combination which should prepare students forvocations requiring such knowledge and skills or for advanced academic training in science and technology.

Principles of Technology is organized into seven sequential. units: Force, Work, Rate, Resistance, Energy,Power, and Force Transformers. It is important that the sequential nature of the course, as presented herein,he preserved if maximum benefit is to be realized from the course. The average unit will require the

equivalent of twenty-six fifty-minute class periods. The usual division of these periods will be

- unit overview class and unit summary class, with readings, video presentations, discussions, and unittest.

- eight class discussions that include reading assignments (four based on sub-unit video segments andfour based on hardware demonstrations).

- four "problem-solving" math labs.

- eight hands-on physics labs emphasizing the scientific method.

- four review periods (repeating the use of the four sub-unit video segments).

A more detailed discussion of the approaches to teaching Principles of Technology is found in the appendix tothis guide.

This course is designed to be taught by teachers with certification in Industrial Arts and/or Physical14 Sciences (Physical Science-Physics). It is suggested that a team-teaching approach be used during at least

the first year of implementation in each school. It is also suggested that science teachers present lectures

viii

15

and demonstrations related to the principles of mathematics, physics, and industrial arts. When using theteam teaching approach with this guide, science teachers should be responsible for teaching specific skillsand math activities, while Industrial Arts teachers should be responsible for Suggested Activities. Theteachers should conduct hands-on labs. Team teaching is most successful when the two teachers sit in on eachother's classes. Release time during the first year of instruction will be required for the teachers to getlabs organized and lesson plans prepared. Since the success of this course is highly dependent on labtivities, it is strongly recommended that the equipment and materials listed in Appendix E of this guide be

purchased before implementation of this course.

An understanding of the instructional system which is presented in this guide is required before attempting toteach the course.

Like any other curriculum, this one is easiest to implement under the conditions for which it was designed.Basiclly, one has three tools with which to do this teaching job:

1. The student text, systematically divided into seven units. Each unit covers one technical concept.Each sub-unit explains the concept and how it applies in one of the four energy systems.Each rectangular symbol represents 50 minutes of instruction. Most units require 26 sessions. Thefirst two sessions (Cl and C2) of the sub-unit include the video presentation andlecture/discussions; the third (M) is the math lab; the next two (Li and L2) are hands-on labs. Thesixth session (R) is a review of the material.

The video._ Video segments provide direct instruction about the principles and systems, therebyintroducing and explaining the ideas presented in the text. It is suggested that the teacher takethe students to workplace settings where technicians are employed in order to help put variety inthe course.

3. The teacher's guide. This portion of the learning package gives suggestions for teaching the classon a page-by-page basis.

One should keep in mind that the teacher's guide is not a set of rigid rules. It cannot substitutefor the teacher's ingenuity and creativity in teaching this class.

A detailed teaching schedule for each unit of instruction which is coordinated with this curriculum guide willbe found in Section T-16 of Appendix A.

The writers of this guide have endeavored to provide a concise, well-organized course description which, willhelp make the course presentation a rewarding experience for both the teacher and the students.

ix

16 .1 7

GOAL!; 1:OR lNDUFTR1Ah ARTS/TECHNOLOGY EDUCAr10::

to toovidztg a ntu program of industrial artsttechnology education for Louisiana's schools, clear pools ace.si3senzial to :;erve Js program guides. While the overriding goal of industrial arts is to nsri$1t Atudelits indevet,Tine :70ward successful adulthood through the development of their socio-economic awnriltess, theirinterest:, their abilities, and their understanding of industry and technology and their potential asciti:tenm, ether supporting goals are listed below:

1. To develop in each student an understanding of industry and the free enterprise system and theirrelationship to society through a coordinated program of study focusing on the principles andpractices of industry.

2. To assist students in developing their talents, aptitudes, interests, and potentials as a part ofthe school's responsibility to assist each student in developing to his/her fullest potential.

3. To develop in each student an understanding of industrial processes and the practical application ofscientific principles.

4. To develop problem-solving abilities related to the materials, processes, and pri.ducts of industry.The problem-solving approach as applied in industrial arts/technology education involves creativethinking and gives the student an opportunity to apply principles and processes of the scientificmethod, along with supporting activities, to the solution of problems.

5. To develop in each student skills in the proper and safe use of the tools, materials, and machinescommon to industrial processes. These skills are acquired through planning, construction, andproduction activities centered around industrial-technical processes and products.

6. To develop in students attitudes toward career opportunities that will enhance their chances ofsuccess as they progress through the career preparation process. Students should he prepared tomake informed career decisions resulting in satisfactory and rewarding job selection.

Depending on their content and focus, these six goals are applicable to all grade levels (K-12) and to adultprograms and to all segments of the student population, including but not limited to the gifted, the slowlearner, and the handicapped. These goals are consistent with and supportive of the roles identified fort 0industrial arts in Title TI of P1.98-524, The Cnil Perkins Act of 1984. L.

GOALS FOR SENIOR HIGH SCHOOL

Industrial arts/technology education programs should be an articulated set of offerings in both vertical andhorizontal directions. This will ensure reasonable content progression and program focus.

Industrial arts/technology education at the senior high school level provides concentrated and somewhatspecialized technical courses designed to meet the industrially-related consumer needs of secondary students,as well as preparing students for enrollment in advanced vocational-technical programs. High school programsmay use combinations of general and unit organization as a part of their delivery system. At this level,elective options are important because they help students to expand their career awareness, technologicalliteracy, consumer skills, and skills and knowledges related to the world of work. Such options play asignificant role in assisting students in making job-related decisions as they progress through the formaleducation system. Students in the upper grades evidence a wide range of interests, abilities, and life goals.With this in mind, designers of industrial arts/technology education programs must provide courses thatattempt to address the widest possible range of the students' needs and interests. In the industrialarts/technology education program, not all students will study the same depth or type of content. Forexample, courses and content may be tailored to a student who will find it necessary to exit school prior tothe normal completion time or who may be involved in advanced vocational-technical training as a portion ofthe regular high school program. Industrial arts/technology education at the high school level will addressthe following types of student needs:

1. To provide basic instruction for: (a) the elective student who seeks to explore more deeply theavocationalA cultural, and consumer aspects of American industry, (b) those students who will pursueadvanced education in areas of vocational, technical, industrial education, and the appliedsciences, and (c) the reluctant learner, the prospective dropout, the culturally unique, and thosestudents who may be entering the labor force either prior to normal graduation or immediatelythereafter.

2. To provide the students with practical and realistic learning situations that simulate theworld of industrial work.

3. To develop in all students those attitudes and attributes that will assist them in becomingproductive members of society.

2 0

GOALS OF TEACHING SCIENCE

Science Literacy

The primary goal of science courses in grades K-I2 is to promote science literacy. Before determining whatshould be taught, science literacy should be defined. Science literacy Is the ability to perceive, compre-hend, interpret, explain, and predict natural phenomena and to demonstrate such ability technologically. Manyscience educators recommend that science literacy should be not a separate entity but an integral component ofthe total curriculum. The perception, comprehension, interpretation, explanation, and prediction of a pheno-menon should be fused into every area of the curriculum.

According to most science educators, a scientifically literate citizen should be:

1. aware that science is concerned with the empirical universe.

2. able to read accounts of developments by the scientific community.

3. aware that knowledge developed in the scientific community is probable rather than absolute.

4. aware of the difference between theoretical and empirical concepts and laws.

5. aware of how both empirical and theoretical concepts and laws come into being.

6. aware of the scientifically accepted regulatory principles.

7. aware that theoretical and empirical laws may be descriptive, comparative, or quantitative.

8. able to use theoretical laws in unifying empirical laws.

9. able to use empirical concepts and laws in a constant adjustment to the environment.

10. mbYr t. vr.plain and to predict events in the environment in a rational manner.

H. able to translate experience of the natural world into knowledge.

(.1.14,4 12. able to communicate with other citizens about knowledge and ideas about natural objects and phenomena.

13. able to communicate with other citizens about the use or control of natural objects or forces.xii

23

Specific Goals

AcUleving science literacy involves attitudes, process skills, concepts, and social aspects of science andtechnology. This literacy is linked to a global awarenesg that knowledge is increasing at a tremendous rateand that this rapid increase affects society in a great variety of ways. Rased upon this belief, the follow-ing major goals of science are stated:

1. Fostering Positive Attitudes; Toward Science and the Scientific Process

Developing a deep appreciation of the role of science and the scientific process will influence the waystudents think about the environment and about their effect on the environment.

2. Developing Process Skills

The development of process skills is an integral part of science activities for students. Students should begiven opportunities to develop the intellectual processes of inquiry and thought by which scientific phenom-ena are explained, measured, predicted, organized, and communicated. These experiences will serve to rein-force scientific concepts.

Basic Scientific Process Skills used in solving problems and making decisions include observing, inferring,classifying, using numbers, measuring, using space-time relationships, communicating, predicting, and design-ing experiments. Integrated Process Skills include controlling variables, defining operationally, formulatinghypotheses, interpreting data, and experimenting.

3. Acquiring Knowledge

Included in the basic science curriculum are those scientific concepts, principles, theories, and laws thatwill enable the students to understand and interpret natural phenomena. Applying scientific concepts, prin-ciples, theories, and laws requires the understanding of cause-effect relationships; energy-matter relation-ships; time-space relationships; revolutionary, evolutionary, or catastrophic change; interaction of vari-ables; systems; symmetry; and equilibrium.

4. Recognizing the Interaction of Science, Technology, and Society

The students should (a) understand the interrelationships of science, technology, and social and economicdevelopment, (b) recognize both the limitations and the usefulness of science and technology in advancinghuman welfare, and (c) understand the concept of global ethics when new technologies arc used. Science andtechnology are difficult to separate because scientists often develop new technology and new technologyproduces new avenues for scientists to obtain new knowledge. Changes in science and technology may not alwaysimprove society and may be the subject of moral, religious, and/or ethical questions. Such conproversialissues cannot be solved in a science classroom but may be discussed. tr, J

26

PRIMARY i'ROCCS:: SKTL!.:1

Within the framework of the science classroom, nine basic proc.:is s',.il1s are stressed: (1) oh1erving, 12)

inferring, (3) classifying, (4) recognizing number relations, (5) mthsnring, (6) recognizing space-timerelationships, (7) communicating, (B) predicting, and (9) decision making. There is a progressive intel-lectual development with each process. A brief description Of each hhsic process follows:

OBSERVING

Observing is the use of one or more of the five senses to perceive properties of objects or events asthey are. Statements about observations should be (1) quantitative where possible, (2) descriptiveregarding change(s) and rates of change(s), and (3) free of interpretations, assumptions, or inferences.

INFERRING

Inferring is making statements about objects or events based on observations which are not the result ofdirect perception. Inferences may or may not be accurate interpretations or explanations of observa-tions. Inferences are based on (1) observation, (2) reasoning, and (3) past experience of the observer.Inferences require evaluations and judgment. Inferences based on one set of observations may suggestfurther observation which in turn requires modification of original inferences. Inferences lead to

predictions.

CLASSIFYING

Classifying is the grouping or ordering of phenomena according to an established schcle. Objects andevents may be classified on the basis of observations. Classification schemes nre based on observablesimilarities and differences in arbitrarily selected properties. Classification IzeT, ,re Imee to placeitems within a scheme as well as to retrieve information from a scher.n.

RECocNIZING NUMBER RELATIONS

Findin qualitative r....latio:Iships 1:, not adAquare when sc.J.Irtq prnblemt.. Qucin:L. : r.Ontionhip,among 6,ta with symbols assi:4:. '.rt ve 'ying ..QiatInnship.

MeAsolllc27

RECOGNIZING SPACE/TIME

Recognizing space-time relationships is the process that develops skills in the description of spatialrelationships and their changes with time. It includes the study of shapes, time, direction, spatialarrangement, symmetry, motion, and rate of change.

COMMUNICATING

Communicating is to pass information from one person to another. Communications may be oral, nonverbal(e.g., gestures), written, or pictorial (pictures, maps, charts, and graphs). Communications should beconcise, accurate, clear, and precise descriptions of what is perceived.

PREDICTING

Predicting is forecasting what future observations might be; it is closely related to observing, infer-ring, and classifying. The reliability of predictions depends upon the accuracy of past and presentobservations and upon the nature of the event being predicted.

DECISION-MAKING SKILLS

Decision-making skills are based on evaluation and synthesis. Decision-making is one link from scienceto other areas of the curriculum. Value judgments generally should be based on accurate informationobtained scientifically. Evaluation implies value judgment based on many factors. Within the frameworkof environmental science, many evaluations must be made. Decisions, especially those having social,political, or ecpnomic consequences, are seldom made with only scientific considerations.

As basic progressive, intellectual development proceeds in each process skill, the interrelated nature ofthe processes is manifested in the five integrated processes: (1) controlling variables, (2) definingoperationally, (3) formulating hypotheses, (4) interpreting data, and (5) experimenting. A brief de-scription of each integrated process follows:

CONTROLLING VARIABLES TO ANALYZE SYSTEMS AND FORMULATE MODELS

A variable is any factor in a situation that may change or vary. Investigators in science and otherdisciplines try to determine what variables influence the behavior of a system by manipulating onevariable, called the manipulated (independent) variable, and measuring its effect on another variable,called the responding (dependent) variable. As this is done, all other variables are held constant. If

there is a change in only one variable and an effect is produced on another variable, the investignrorcan conclude that the effect has been brought about by the changes in the manipulated variable. If morethan one variable changes, there can be no certainty at all about which of the changint; variables cruisesthe effect on the responding variable.

xvC- e'N

i",Z*1

DEFINING OPERATIONALLY BY GATHERING AND PROCESSING; INFORMATION

To define operationally is to choose a procedure for measuring a varble. 1n a scientific investiga-tion, measurements of the variables are made; however, the invesLiAutor must decide how to measure eachvariable. An operational definition of a variable is a definition deo:rmined by the investigator for thepurpose of measuring the variable during an investigation; thus, different operational definitions of thesame variable may be used by different investigators.

FORMULATING AND USING DEDUCTIVE-NORMATIVE EXPLANATIONS

To formulate a hypothesis is to make a gueSs about the relationships Lo:ween variables. A hypothesis isusually stated before any sensible investigation or experiment is performed because the hypothesisprovides guidance to an investigator about the data to collect. A hypothc,sis is an expression of whatthe investigator thinks will be the effect of the manipulated variab,e on the responding variable. Aworkable hypothesis is stated in such a way that, upon testing, its credibility can be established.

INTERPRETING AND COMMUNICATING SCIENTIFIC INFORMATION

The process of interpreting data may include many behaviors such as (1) recording data in a table, (2)constructing bar or line graphs, (3) making and interpreting frequency distributions, (4) determining themedian, mode, and range of a set of data, (5) using slope or analytical equations to interpret graphs,and (6) constructing number sentences describing relationships between two variables. Interpreting datarequires going bpyond the use of the skills of tabulating, charting, and graphing to ask questions aboutthe data which lead to the construction of inferences and hypotheses. Interpretations are always subjectto revision in the light of new or more refined data.

EXPERIMENTING USING INTEGRATED PROCESS SKILLS

Experimenting is the process of designing a procedure that incorporateti both the basic and. the integratedprocess skills. An experiment may begin as a question for the purpose of testing a hypothesis. Thebasic components of experimenting are:

1. Constructing a hypothesis based on a set of data collected by the investigator from observations andinferences.

2. Testing the hypothesis. The variables must be identified and controlled as much as poss1%!,e. nit1must be collected and recorded.

3. Describing or interpreting how the data support or do not suri;%rt !:13,pcsts 1, .i.:" .

whether the hyFoftesjs to 11L .zrepted. moAifid, o. rc

C:orls:mtctng a rp.*::,e,! :7 nt;4- :'-

UNIT 1: FORCE

Force in Mechanical SystemsPressure in Fluid SystemsVoltage in Electrical SystemsTemperature in Thermal SystemsOccupations in ForceRelated Fields

UNIT 2: WORK

Work in Mechanical SystemsWork in Fluid SystemsWork in Electrical SystemsOccupations in WorkRelated Fields

UNIT 3: RATEA,

Rate in Mechanical SystemsRate in Fluid SystemsRate in Electrical SystemsRate in Thermal SystemsOccupations in RateRelated Fields

UNIT 4: RESISTANCE

Resistance in Mechanical SystemsResistance in Fluid SystemsResistance in Electrical SystemsResistance in Thermal SystemsOccupations in ResistanceRelated Fields

CONTENT OUTLINE

32 1

UNIT 5: ENERGY

Energy in Mechanical and Fluid Systems IEnergy in Mechanical and Fluid Systems IIEnergy in Electrical SystemsEnergy in Thermal SystemsKinetic Energy in Mechanical and Fluid SystemsOccupations in EnergyRelated Systems

UNIT 6: POWER

Power in Mechanical SystemsPower in Fluid SystemsPower in Electrical SystemsPower in Thermal SystemsOccupations in PowerRelated Systems

UNIT 7: FORCE TRANSFORMERS

Force TransformeTs in Linear Mechanical SystemsForce Transformers in Rotational Mechanical SystemsForce Transformers in Fluid SystemsForce Transformers in Electrical SystemsOccupations in Technical Fields Using Force Transformers

2

UNIT I FORCE

OVERVIEW: FORCE

UNIT OBJECTIVES:

The student will:

Identify the four energy systems.

Relate force to the four energy systems.

Recognize the existence and effect of balanced and unbalanced forces.

LEARNING ACTIVITIES

1. Read pages 1-5

2. View and discuss video "Overview: Force."

3. List and give examples of each energy system:

....

A. MechanicalDemonstrate arm wrestling

B. Fluid(1) Check for pulse (heartbeat)(2) Fill a balloon with air/water(3) Demonstrate hydraulic jack

C. ElectricalIncrease the number of batteries to increase the intensity of the light

D. Thermal(1) Conduct teacher demonstration on p. D-15(2) Pop popcorn(3) Boil water, then add ice

3 4

UNIT I FORCE

Concept: Definition of Force

Objective I. The student will define and describe force as it relates to mechanical., fluid,electrical, and thermal systems.

Concept: Measurements of force in energy systems

Objective II. The student will measure and solve problems based upon the results of forcemeasurements for energy systems.

Concept: Occupations in force-related technical fields

Objective III. The student will relate the concept of force to occupations in technical fields.

.15

4

,,,

CONCEPT: Definition of Force

OBJECTIVE I: The student will define and describe force as it relates to mechanical, fluid,electrical, and thermal systems.

SPECIFIC SKILLS MATH ACTIVITIES SUGGESTED ACTIVITIES

1. Force in Mechanical Systems

A. Describe unbalancedforces as being ableto change the speed,direction, or shapeof an object by meansof a push or pull.

B. Define torque as theproduct of a forceand lever arm whichtends to producerotation.

II. Pressure in Fluid Systems

A. Define pressure. Identify itas a vector or scalar quantity.

B. Explain atmospheric pressure.

III. Voltage in Electrical Systems

A. Differentiate between AC and DCcurrent.

B. Describe how voltage is aforce-like quantity.

26

- Text, p. 3- View and discuss video "Force in

Mechanical Systems."

- Demonstration 1DM, Torque,pp. D -3, D-4

Lab IMS1, p. 23 - Text, pp. 44-50- Lab 1F2,'Measuring Pressure, p. 63- Demonstration IDE, Pressure, r. 1? -7

- Lab 1F2, Measuring Pressure. p. 63

- Lab 1E2, Electrical Circuit, p. 87

5

- Text, pp. 72-73

- Lab 11)E, Eleerricril Force, p. r-it- Lab tEl, Measuring Voltage, p. 83

37

.4e

CONCEPT: Definition of Force

OBJECTIVE I: The student will define and describe force as it relates to mechanical, fluid,electrical, and thermal systems.


C. Describe how frequency relates - Text, p. 74to alternating current.

IV. Temperature in Thermal Systems

38

Define temperature differenceas a prime mover in a thermalsystem.

6

- Demonstration 11)T, TemperatureDifference, p. D-15

39

CONCEPT: Measurements of Force in Energy Systems

OBJECTIVE II: The student will measure and solve problems based upon the results of forcemeasurements for energy systems.


I. Force in Mechanical Systems

A. Meas re scalar andvector quantitiesusing appropriateinstruments and units.

B. Use scale diagrams todetermine the resultant,given two or morevectors.

C. Calculate torque,given the values forforce and lever armlength.

40

Activity #1, Lab 1M2, Mechanical Stress:Lab 1MS1, p. 24 Its Cause and Effect, p. 37

Activity #2, Lab 1M1, Measuring Forces,Lab 1MS1, p. 26 p. 31

Activity #3, Torque 3 bolts to specifiedLab IMS1, p. 29 values using a torque wrench.

7

42


OBJECTIVE II: The student will measure and solve problems based upon the results of force measurements forenergy systems.


II. Pressure in Fluid Systems

A. Solve problems fordensity and specificgravity.

B. Use the formulas P=F/A and P.--ph,to solve problems for force,pressure, or area in a fluid-system.

III. Voltage in Electrical System

A. Use various voltmeters tomeasure voltage.

Activity #1,Lab 1MS 2, p. 55

Lab 1MS 2, p. 55

8

Text, pp. 44-45Lab 1F1, Specific Gravity, p. 59Student exercises pp. 53, 54

Text pp. 46-53Lab 1F2, Measuring Pressure,p. 87

Lab 3E1, Measuring Current, p. 81Lab 1E1, Measuring Voltage, p. 83Lab 1E2, Electrical Circuit, p. 87Suggested text material, pp. 75-76

43


OBJECTIVE II: The student will measure and so1ve problems based upon the results of force measurements forenergy systems.


IV. Temperature in Thermal Systems

A. Read and record temperature on Lab 1MS4, p. 99"F" and "C" scales.

B. Convert temperatures from "F" to"C", "C" to "F".

C. Measure temperatureusing a thermocouple.

44

9

- Text, p. 94

- Lab 1T1, Measuring Temperaturewith Thermometer, p. 103

- Text, pp. 94-95

- Lab 1T2, Measuring Temperaturewith Thermocou?le, p. 107

- Text, p. 96

45

eir

CONCEPT: Occupations in Force-Related Technical Fields

OBJECTIVE III: The student will relate the concept of force to occupations in technical fields.


I. Occupations in Force-Related Fields

46

Research and list occupationsthat require technicians tomeasure, control, or otherwisedeal with force, pressure,voltage, and temperature incomplex devices.

10

- Invite guest speaker.

- Conduct a field trip.

- View and discuss unit videos.

- Write a research paper relatedto a perticular career.

- Co.-a-sult Principles of Technology

pccupational Information Appendix B.

Prepare oral report.

\- Interview an individual who works

in a field that requires thebasic knowledge required in\this unit.

4 7

SUMMARY OF UNIT I FORCE

OBJECTIVE: The student will:

Summarize and discuss the principles of force as they apply to the energy system

Learning Activities

1. Read the summary of Unit I Force, pp. 113-114.

2. View and discuss video "Summary: Force."

3. Review current occupations related to force.

4. Administer unit test.

4

UNIT 2 WORK

OVERVIEW: WORK

UNIT OBJECTIVES

The student will:

Define and describe work as a result of force causing change in a system.

Measure and solve problems based upon the results of work measurements for energy systems.

Relate the concept of work to occupations in technical fields.

Learning Activities

I. Read pages 1-6

2. View and discuss the video, "Overview: Work."

3. List and give examples of each energy system:

A. Mechanical(1) open and close a door (rotational)(2) move an object from one place to another (linear)

B. Fluid

(1) brake system(2) syringe

(3) air shocks of auto

(4) inflating a tire

C. Electrical(1) hand generator and/or bicycle generator(2) voltmeter

12

49

UNIT 2 WORK

CONCEPT: Definition of Work

OBJECTIVE I: The student will define and describe work as it relates to mechanical, fluid, andelectrical systems.

CONCEPT: Measurements of work in energy systems

OBJECTIVE I/: The student will measure and solve problems based upon the results of work measurements for energy systems.

CONCEPT: Occupations in workrelated technical fields

OBJECTIVE III: The student will relate the concept of work to occupations in technical fields.

AS,

50

13

51


OBJECTIVE It The student will define and describe work as it relates to mechanical, fluid, andelectrical systems.


I. Work in Mechanical Systems

A. Define work in a linearmechanical system as theproduct of applied forcetimes the distance anobject moves.

B. Define work in a rotationalmechanical system as theproduct of applied torqueand the angle in radiansan object moves through.

4.

C. Define efficiency in termsof work input and workoutput.

II. Work in Fluid Systems

A. Identify and describewhat is meant by workdone in a fluid system.

B. Describe how open andclosed fluid systemsare different.

14

- Pre-video activity, p. T7-C- View and discuss video "Work inMechanical Systems."

- Demonstrate rotational workusing a torque wrench.

- Read and discuss work andefficiency as presented on page11 of the text.-

- Demonstration 2DF, Fluid Work,p. D-7

- Text, pp. 36-65

- Text, pp. 36-37, fig. 2-10Lab 2F1, Work Done by aPiston, p. 49

5


OBJECTIVE I: The student will define and describe work as it relates to mechanical, fluid, andelectrical systems.


III. Work in Electrical Systems

A. Explain the meaning of Review and discuss video "Work involtage. Electrical Systems."

B. Describe charge as it Text, pp. 66-67relates to work.

53

A.

l5

55

CONCEPT: Measurements of Work in Energy Systems

OBJECTIVE II: The student will measure and solve problems based upon the results of work measure-ments for energy systems.


I. Work in Mechanical Systems

Calculate work and efficiencyin both linear and rotationalsystems.

II. Work in Fluid Systems

A. Explain the relationshipbetween work and pressuredifference in a fluid sys-tem:

Work=pre§sure difference xfluid volume moved.

Work=pressure x change involume.

B. Solve work problems (givenpressure and volume infor-mation) in English andSI Units.

Lab 2MS1, p. 17 - Lab 2M1, Linear Work andEfficiency, p. 21

- Lab 2M2, Rotational Workand Efficiency, p. 27

- Lab, 2F2, Work Done By a WaterPump, p. 57

Lab 2MS2, p. 45 - Student Exercises, pp. 43-44

16

56

CONCEPT: Measurements of Work in Energy Systems

OBJECTIVE II: The student will measure and solve problems based upon the results of work measure-ments for energy sytems.


III. Work in Electrical Systems

A. Define coulomb as a unit ofcharge.

B. Use a multimeter to performmeasurements in an electricalsystem.

C. Solve electrical work problems,given voltage and charge infor-mation using W = Vg.

D. Explain how efficiency reJatesto an electrical system.

Activity #1,Lab 2MS3, p. 75


17

- Text, p. 67

- Lab 2E1 ,Work Done by a Motor,'pp. 79-80

- Lab 2E2, Work Done by a Solenoid,pp. 85-89

der

CONCEPT: Occupations in Work-Related Technical Systems

OBJECTIVE IIT: The student will relate the concept of work to occupations in technical fields.


59

I. Occupations in Work-Related Fields - Invite guest speaker and/or conductfield trip.

Research and list occupationsthat require technicians to - View and discuss unit videos.measure, control, or otherwisedeal with force, pressure, - Write research paper.voltage, and temperature incomplex devices. - Consult Principles of Technology

Occupation Information Appendix B.

- Prepare oral report.

18

60

SUMMARY OF UNIT 2 WORK


Summarize and discuss the principles or work as they apply to the energy systems.

Apply the general formula for work in mechanical, fluid, and electrical energy systems.

Learning Activities

1. Read the summary of Unit 2, "Work," pp. 91-92.

2. View and discuss video "Summary: Work."

3. Review work equations using teacher examples.

4. Review current occupations related to work.


19

61

UNIT 3 RATE

OVERVIEW: RATE

°UNIT OBJECTIVES

The student will:

Define and describe rate as movement per unit of time.

Define and describe rate as it relates to mechanical, fluid, electrical, and thermalsystems.

Measure and solve problems based upon the results of rate measurements for energy systems.

Relate the concept of rate to occupations in technical fields.

Learning Activities

1. Read pages 1-5.

2. View and discuss the video "Overview: Rate."

3. List and give example of rate in energy systems.

A. Mechanical(1) hart rate(2) walking rate(3) odometer(4) metronome

B. Fluid(1) gasoline pump(2) aquarium pump

C. Electrical(1) watt hour meter(2) ammeter 62

D. Thermal(1) thermometer(2) taaster(1) wood burner(4) thermostat

(5) !tome furnace and air conditioner BTU rating20

UNIT 3 RATE

CONCEPT: Definition of Rate

OBJECTIVE I: The student will define and describe rate as it relates to mechanical, fluid,electrical, and thermal systems.

CONCEPT: Measurement of rate in energy systems

OBJECTIVE II: The student will measure and solve problems based upon the results of rate measure-ments for energy systems.

CONCEPT: Occupations in rate-related technical fields

OBJECTIVE III: The student will relate the concept of rate to occupations in technical fields.

.4.

6321

CONCEPT: 0of:niric.n of Rate

OBJECTIVE 1: Tin. kirndent will define and describe rate as it relates to .nechanical, ilvid,electricai. and thermal systems.

SPECIFIC SKILLS MATH ACTIVITIES SUGGESTED AGTIV:T;ES

I. Rate in Mechanical Systems

A. Define linear rate as displace-ment per unit of time and recognizeit ns either a scalar or vectorquantity.

B. Define rotational race as angulardisplacement per unit of time.

C. Recognize linear acceleration asthe change in speed per unit oftime.

II. Rate in Fluid Systems

64

Define and describe ratein a fluia system.

- Text p. 8- View and discuss video, "Ra:-e 1-,

Mechanical Sys'entle."

- Text, p. 13- Demonstration 3 DM, Mechanical

Rate, p. D-3

- Text, pp. 10-11

Lab 3FI, Neasuring Liquid FlowRate in a Channel, p. 47

- Text, pp. 35-40- LAB 3F2, Measuring Ga:-Pimq

Rates with an Orific,, p. 53

85

CONCEPT: Definition of Rate

OBJECTIVE I: The student will define and describe rate as it relates to mechanical, fluid,electrical, and thermal systems.


III. Rate in Electrical Systems

A. Explain the meaning of rateand ampere in electricalcurrent.

B. Define and explain therelationship between frequencyand period.

C. Distinguish between DC and ACcurrent.

IV. Rate in Thermal Systems

Define rate as it applies tothe flow of heat through athermal system per unit oftime.

23

- Text, pp. 40-41- View video, "Rate in Electrical

System."

- Text, pp. 64-66

- Use a galvanometer.

- Text, pp. 92-97- Demonstration, 3DT, p. 1) 17

- Lab 3T1, Measuring Heat Flow Rate,pp. 109-116

- Lab 3T2, Measuring Cooling Rate,pp. 117-121

CONCEPT: Measurement of Rate in Energy Systems

OBJECTIVE TI: The student will measure and solve problems based upon the results of ratemeasurements for energy systems.


I. Rate in Mechanical Systems

A. Determine linear rate using Example 3-A, p. 9appropriate units.

B. Determine angular rate usingappropriate units.

II. Rate in Fluid Systems

68

A. Describe a volume flow-rateV

where (Qv) Qv = -; and

a mass flow-rate (Qm) where

Qm - I

Example 3-C and 3-D,

- Lab 3M1, Measuring Linear Rateon Conveyor Belt, pp. 25-28

- Lab 3112, Measuring Angular Ratep. 14 with a Stroboscope, pp. 29-33


Activity #3,Lab 3MS2-3, p. 41

- Demonstration 3DF, Fluid Rate,pp. 7-9

B. Use the fluid rate equations - Student exercises, p. 40to find an unknown.

24

I

69

CONCEPT: Measurements of Rate and Energy Systems

OBJECTIVE II: The student will measure and solve problems based upon the results of ratemeasurements for energy systems.

SPECIFTC SKILLS MATH ACTIVITIES SUGGESTED ACTIVITIES

III. Rate in Electrical Systems

A. Use rate equation for current

I . .

t

B. Frequency formula f = Et1

C. Period formula T

.4.

1- I

Activity #3, - Lab 3E1, Measuring Current. pp. 81-84Lab 3MS3, pp. 77-79

Activity #2, - Lab 3E2, Measuring Frequency,Lab 3MS3, pp. 73-76 pp. 87-90

Activity #1, - Lab 3E2, Measuring Frequency,Lab 3MS3, pp. 70-72 pp. 87-90

D. Compare frequency of AC - Use oscilloscope.and DC.

IV

25

!E

CONCEPT: Measurements of Rate and Energy Systems

OBJECTIVE II: The student will measure and solve problems based upon the results of ratemeasurements for energy systems.

SPECIFIC SKILLS MATH ACTIVITIES SUOCESTED ACTIVITIES

IV. Rate in Thermal System

A. Measure and d.fine heat/ratein thermal systems usingboth English and SI units.

B. Describe how specific heatand heat capacity relate toeach other.

C. Describe how sensible heatand latent heat relate toeach other.

Activity #1 and #2, - Text, p. 94Lab 3MS4, p. 103-108

26

- Text, p. 98

CONCEPT: Occupations in Rate-Related Technical Fields

OBJECTIVE III: The student will relate the concept of rate to occupations in technical fields.


I. Occupations in Rate-Related Fields

Research and lisc occupationsthat require technicians tomeasure, control, or otherwisedeal with rate in energy systems.

7327

- Invite a guest speaker and/orconduct field trip.


- Write research paper.

- Consult Principles of TechnologyOccupation Information Appendix B.

- Prepare oral report.

74


SUMMARY OF UNIT 3 RATE

Summarize and discuss the principles of rate as they apply to the energy systems..1

Apply the general formula for rate in mechanical, fluid, electrical, and thermal energy systems.

Learning Activities

1. Read summary of Unit 3 Rate, pp. 123-124.

2. View and discuss video, "Summary: Rate."

3. Review current occupations related to rate.


75 76

28

UNIT 4 RESISTANCEOVERVIEW: RESISTANCE

°UNIT OBJECTIVES:

The student will:

Define resistance as it applies to mechanical, fluid, electrical, and thermal systems.

Define and describe resistance as it relates to mechanical, fluid, electrical, andthermal systems.

Measure and solve problems based upon the results of resistance measurements forenergy systems.

Relate the concept of resistance to occupations in technical fields.

Learning Activities

1. Read pages 1-6.

2. View and discuss the video "Overview: Resistance."

3. List and give examples of resistance in energy systems.

A. Mechanical(1) parachute(2) streamlining vehicles(3) tires against road(4) rubbing hands together

B. Fluid(1) water valve(2) different diameter water hoses

C. Electrical(1) volume on a radio(2) different wattage light bulbs(3) different wire sizes

D. Thermal(1) thermos bottle(2) Styrofoam cup

(3) wearing clothing to prevent heat loss

:19

77

78

CONCEPT:

OBJECTIVE I:

.UNIT 4 RESISTANCEDefinition of Resistance

The student will define and describe resistance as it relates to mechanical, fluid, electrical,and thermal systems.

CONCEPT: Measurements of resistance in energy systems

OBJECTIVE IT The student will measure and solve problems based upon the results or resistance measurementsin energy systems.

CONCEPT: Occupations in resistance-related technical fields

OBJECTIVE III: The student will relate the concept of resistance to occupations in technical fields.

-J:

30

79

CONCEPT: Definition of Resistance

OBJECTIVE I: The student will define and describe resistance as it relates to mechanical, fluid,electrical, and thermal systems.


1. Resistance in Mechanical Systems

A. Define and identify frictionas the primary resistanceforce in mechanical systems.

B. Distinguish between kineticand static friction.

C. Describe was to reduce orincrease frfction inmechanical systems.

D. Recognize drag as a form ofresistance.

Text, p. 8View and discuss video. 'Resistancein Mechanical Systems."

Text, p. 9Pull a brick with a spring scaledemonstrating static and kineticfriction.

Lab 4M1, Reducing Friction withLubricants, pp. 25-29

Text, p. 13Drop a flat and a crumpled sheetof paper to show drag.Hold open hand in front ofstrong fan in various positionsand describe the force on thehand.

Co Si31

82


OBJECTIVE 1: The student will define and describe resistance as it relwes to mechanical, fluid,electrical, and thermal systems.

SPECIFIC SKILLS MATH ACTIVITIES SUGGESTED ACSIV11-1ES

Il. Resistance in Fluid Systems

A. Describe the nature of resist-ance in fluid systems.

B. Identify the sources andeffects of resistance fora fluid moving through a pipe.

TIT. Resistance in Electrical Systems

A. Define resistance and showhow it relates to the principleof force divided by time.

B. Define resistivity and showrelationship to resistance.

C. Demonstrate that resistancedepends on 3 factors: wire length,cross-sectional area, material.

D. Define resistor and explain thecolor-coding system.

si,

Lab 4MS3, pp. 76-78

- Text, pp. 38-39- Demonstration 41F, Resistance toAirflow, p. D-7

- View video, "Resistance in FluidSystems."

- Text, pp. 38-39- Lab 4F1, Measuring FluidResistance in Pipes. pp. 51-56

- View video, "Resistance in Electri-cal Systems"

- Text. pp. 64-65

- Text, pp. 66 and 70-71- Lab demonstration not in textwhich explores conductors, semi-conductors, and insnlitors

- Text, p. 66- Demonstration 4bh, Kialtrical

Resistance and Ohm's Law. pp. P-0-11!

- Text, p. 67- Lab 4E1, Ohm's Law and Seriv,

Circuit, Part ii, pp. sS-86

/




8

E. Describe the difference betweenresistors in series and parallelcircuits.

F. Describe the difference betweenfixed and variable resistors.

Text, p. 67-70

Text, p. 70Teachermr.4e demonstrationshowing resistors.

G. Discuss positive and negative Teachermade demonstration showingeffects of electrical resistance. good and bad effects of resistance

33



SPECIFIC SKILLS

IV. Resistance in Thermal Systems

A. Describe the nature and effectsof resistance in a thermalsystem.

B. Define thermal conductivity asit relates to resistance,temperature difference andheatflow rate.

( 86

MATH ACTIVITIES SUGGESTED ACTIVITIES

34

Text, p. 97

Text, pp. 98-99Demonstration 4DT, ThermalResistance, p. D-15.

R7

CONCEPT: Measurements of Resistance in Energy Systems

OBJECTIVE II: The student will measure and solve problems based upon the results of resistancemeasurements in energy systems.

SPECIFIC SKILLS MATH ACTIVITIES 'SUGGESTED ACTIVITIES

I. Resistance in Mechanical Systems

Solve problems using therelationship between fric-tion, and the force pressingtwo surfaces together (f=uN).

II. Resistance in Fluid Systems

QVA. Use the equation, Rf = toQV

calculate an unknown andshow that fluid resistanceobeys the unifying principleof a "force" divided by rate.

B. Measure fluid resistance inthe laboratory, and expressit in appropriate units.

88

Lab 4MS1, pp. 19-22 - Lab 4M1, Reducing Friction withLubricants, pp. 25-29

Lab 4MS2, pp. 47-50

35

- Lab 4F1, Measuring Fluid Resistancein Pipes, pp. 51-56

- Lab 4F2, Measuring Resistancein Air Filters, pp. 57-62

- Sub-unit 2, student exercises, p. 45

P 9

90

CONCEPT: Measurements of Resistance in Energy Systems

OBJECTIVE II: The student will measure and solve problems based upon the results of resistancemeasurements in energy systems.


III. Resistance in Electrical Systems

A. Use the Ohm's Law equationR=V/I to solve for an unknownin correct units.

B. Use instruments to determineresistance and current inseries circuits.

C. Use instruments to determineresistance and current inparallel circuits.

IV. Resistance in Thermal Systems

A. Measure and calculate thermal

Examples, pp. 65-67Activity #2,Lab 4MS3, p. 79

- Text, pp. 65-67

- Lab 4E1, Ohm's Law and SeriesCircuits, pp. 81-85

- Lab 4E2, Ohm's Law and ParallelCircuits, pp. 87-93

Activity #1 and #2, - Text, pp. 100-104resistance. tab 4MS4, pp. 107-111

B. Define R-factor and how itrelates to thermal resistancewhen it is increased orreduced.

36

- Lab 4T1, Measuring Resistance ofThermal Insulation, pp. 113-118

91

CONCEPT: Occupations in Resistance-Related Technical Fields

OBJECTIVE III: The student will relate the concept of resistance to occupations in technicalfields.


I. Occupations in Resistance-Related Systems

A. Research and list occupationsthat require technicians tomeasure control or otherwisedeal with resistance inmechanical, fluid, electrical,and thermal systems.

37

qt i- Invite guest speaker and/or

conduct a field trip.


- Write research paper.

- Consult Principles of TechnologyOccupation Information Appendix B.

- Prepare an oral report.

93

SUMMARY OF UNIT 7 FORCE TRANSFORMERS

OBJECTIVES: The student will:

Recognize that force transformers usually amplify an input such as force, torque, displacement, orpeed resulting in a mechanical advantage.

Learning; Activities

1, Read summary of Unit 7, Force Transformers, pp. 331-133.

2. View and discuss "Summary: Force Transformers."

3. Review current occupations related to force transformers.


144

143

APPENDIX A

To the Teacher

1 4 3

64

To the Teacher

1011:MMINMIMENSIsmmi

How's This Teacher's Guide Organized?Welcome to the teaching of Principles of Technology (PT). The Teacher's Guide to this course consists

essentially of these introductory pages. the student text. a large number of separate teacherguide pages andan Appendix. Why is this arrangement used? Because the Principles of Technology course invni4es the use ofvideo. laboratories. student readings and exercises. teacher demonstrations and discussions. This Teacher'sGuide provides you with a means to orchestrate these elements.

For example. you'll find the student text on right-hand. consecutively numbered pages. All pages in theGuide designated with a "T" before the page number present teaching suggestions. content notes andanswers to questions. (See Figure 1 below.) There are Teaching Paths preceding each activity within the unit.The "T" designator indicates pages that have been written to the teacher. Pages with the "T" designator arenot part of the student text.

SRt 304 1.3 a 040. t 6304 .t. 11 ea to Oal.1.1.04* P4I1 t0e1.00. d... edd Id ..sdd ado

lea tO ttttt .0 001440 was., ..tt. a'01 . au M. pates. impodt, rt. odd b dd

4.1,0000 .0.1.1.10$ s..14. Ml 5,, At td4.01.001 doll se .1640.

1. (.1 tIvot ow us. 1..t Iv se te5 fe. ZI.wan 0 ' .3 10 00 Wotatted 4.1 a a

0 Cal 4004 t OW C.3.00t tat 0441 0 411..e **10. 40.0 t Vat

;555 4PlIrd. 110 Man td wt. Id d.s06t04.0.m. .00 Sot .sct.dd

0 M alm.0.5t...10015 1.m0(.00 71 V.*de. M ay ..v.. Z..** t1. 411 0.0.115.

"

;.

00aaamaleaN11. a 001 sa lava* WAS

ap a maa al Oa a Mal My. /alim aa ta .1

at .3 A.M.. OP. *WI w aa0 .Ma. at ... .0111 ra ta

60.0 Oa/* 044 aa 051 PY

C00Va .06 :00:00a0.0.a $1000taw ale a0101a-. 11 a036Or 03 atal taw.011 a Ia. se. 14 a re4060.NO oID mdia .1 RV*

.110

Sill

1. 7=It

5 w.1. a!

..11.t 11 40 5oid..11103.2.31010

I ~0 SWIMONO. wag.a0 .000

aa alala 0 ara

Wit4T $roo

TORe_Vil NOW II 11111VUltonstroarromoor

TM rtnen 411111, .15 OW MAW,.11 Wag! t13* .IM Rad 0 4101 Mao 4.1 $5505 ar ft 410*Oa. 41..4. al t alma M Vag14%1=i1Mtal 1 MO maw, .4.

/ aeon [WM f 1a raw.- A Wit410/10 *tat maw.Co....

IN M 1063 1.4.1-

%doy I Aar 000110.010 SOW.* IS

a. Teacher's aids. b. Student text.

Fig. I Teacher's Guide/Student Text Example.

64-1

14(

;s in fgure i i;-,e Guide Pro:;des you with acceciable answers to Questions asked or the student ntext The teacher uage also °nen relates figures or Portions of top text to the +iideo. Other pages or the G..vdecontain explanat.ons, recommendations for procedures in Presenting i.icieo segments. ;at, precautions'designated tne G ACTION symbol). demonstrations mat you Can Perform. and so forth.

Teacher demonstrations are located in the back of the Teacher'; Guide in the second Aopendix.page numbers in this Appendix are designated with a '0- before re cage number.i Demonstrations arewritten in a step-hvsteo fashion. with ample explanation provtded aoout now to set up equipment. thecorrect procedures to use in completing the demonstration. etc You may wish to ask students to help you dot.nese dernonstrattonsor ;elect students to do the demonstrationsto gixe students extra involvementthroughout the course.

Care has been taken in PT development to account for the individual differences among students.Therefore. the Appendix ocated in the student text contains Ptepa ratan: math Skills Labs. For example, inUnit t. -Force there are four preliminary math exercises. These activities should be used if students need todevelop their math skills in order to brng themselves -up to speed' or Unit l math ability requirements.

Other auxiliary teaching aids ineude Student Challenges. ocated at the end of each subunit. Theseactivities are provided to motivate your brightest students. In addition to this auxiliary portion of the text. thereis also a Unit Broskdown. which prox.cles a nandv reference to the Proposed activities within each unit. andthe GIossary, wnich defines terms that are used in the text with which your students may not be familiar. Youmay find that referring your students to the Glossary at the Peginning of each unit of study will help themtackle the text with more confidence.

tote that this is a general clan.

in using the guide. remember that its only a road mac,: i.e.. the Teacher's Guide is not a set of rigidrules that must be followed. The Guide certainly isn't intended to inhibit your ingenuity or curiosityboth ofwhich you will undoubtedly wish to usein order to make the course more interesting to your students andto yourself. This Guide assumes that you haven't read similar mammal in connection with PT. However,auxiliary material. such as the PT Implementation Notebook and PT brochures. may contain additionalinformation that can be useful to you.

The Principles of Technologv staff recognizes that vou. the reacher are the "front-line--that your inputis crucial to the success of the course. Consequently. a maior eriort ras been made to develop Principles orTechnology to meet your teaching needs. as well as your students" earning needs.

Why Is There A Need For Principles of Technology?

Prmciple:: of Technology is an up-todate. technoIogicailv sovrisccated system bit instruction. PTincreases the flexibility of students entering the lob market and tnereb% ncreases their chances of findingemploymentand of retraining themselves as their careers develoo. n addition the twovear Course is.structured to meet the criteria for accreditation in both general academic high schools and %ocational schools.PT provides instruction in the fundamental principles or technology. The need for a course like PT has beenexpressed by many persons in vocational erlucation. inc!uding tie National Commission on Secondaryvocational Education.

The central idea of this curriculum is that a technically valid. unirving approach is beneficial in the studyor the basic energy systemsmechanical. fluid, electrical and thermai This approach is achieved by showingthat principles such as force. work. rate and resistance operate in a °mallet way among most systems. asindicated in Figure 2.

64-2147

ENERGY SYSTEMS

PRIIICIPLES MECHANICAL FLUID ELECTRICAL THERMAL

CO FORCE X X X X

(2) WORK X X X NOTAPPLICABLE

(3) RATE X X X X

(4) RESISTANCE X X X X

(5) ENERGYMECHANICAL AND FLUID 'I i

X XMSCHANICAL AND FLUID 2

(6) POWER. 1

X 1 X X X

(7) FORCETRANSFORMERS

MECHANICAL 1i X X NOT

APPLICABLE...

MECHANICAL 2

Fig. 2 Exten of unification principles in four energy systems. Units 1-7.

ENERGY SYSTEMS

PRINCIPLES MECHANICAL 1 FLUID ELECTRICAL THERMAL

(8) MOMENTUMMECHANICAL AND FLUID I------- NOT

APPLICABLENOT

APPLICABLEMECHANICAL AND FLUID 2

(9) WAVES ANDVIBRATIONS. WAVE CHARACTERISTICS

WAVE APPLICATIONS

(10) ENERGYCONVERTORS X X X X

1(11) 'TRANSDUCERS X X X X

(12) RADIATIONELECTROMAGNETIC.

NUCLEAR

(13) OPTICS AN DOPTICAL SYSTEMS

wAr4±cytt.t

LAGER LIGHTOPTICAL SYSTEMSAi IM=.

1 (14) TIMECONSTANTS X

/113.,..u. 340.10201.1.4=17.11=3G.

X

Fig. 3 Extent of unification principles in tour energy systems, Units 8 -14.

64-3

143

How Was Principles of Technology Developed?

Prnc;p1ri Of Tecnnologs is the result of three years of development. It represents the cooperative effort..)r, sortiurn of o,.er 43 state and provincial vocational education agencies. the Center for Occupational

Research and Development ICORD). and the Agency for lnstructionai Technology (AM.

During ue ,elopment. CORD and MT prepared drafts of print materials. scripts of video materials. and;mix videos. These materials were reviewed by an independent eight member team of specialists enkocationat education and instructional media. as well as by the state and Provincial consortium agency?1:3reWnta:IVeS. Of cPutse, teachers were instrumental in the process of creating Principles of Technology. In'act teachers were crucial members of the PT ream during the pilot research. They provided data and maderi-..comrnendations that resulted in modification of the instructional media. Thus. Principles of Technologywasto a large extenttailored by experienced teachers.

Pr.ncioles of Technology is based on the Unified Technical Concepts (UTC) curriculum developed byCORD. UTC is postsecondary instruction in applied physics that is taught at community colleges. technicalschools and a part of industry training programs.

Who Developed Principles of Technology?

Principles of Technology was developed by a consortium of 43 U.S. states and Canadian provinces.Protect staff consisted cf a team from two nonprofit organizations: the Agency for Instructional Technology.or Bloomington, Indiana. and the Center for Occupational Research and Development. of Waco. Texas.

The Agency for instructional Technology (AM is a nonprofit American-Canadian organizationestablished in 1973 to strengthen education through technology. In cooperation with state and provincialagencies, MT develops instructional materials using television and computers. AlT also acquires anddistributes a wide variety of television. related print, and computer materials for use as major learningresources. It makes many of these materials available in audiovisual formats. From April 1973 to July 1984,AlT was known as the Agency for Instructional Television, Its predecessor organization. NationalInstructional Television. was founded in 1962.

The Center for Occupational Research and Development (CORD conducts research and developmentactivities and disseminated curricula for technical and occupational training. During its 10-year history,CORD has developed over 46,000 pages of instructional materials for technicians on 16 major projects inadanced-technology areas. CORD projects are sponsored by contracts with federal and state agencies andgroups of interested educators and industries. CORD products are used by industrial vocational high schoolprograms throughout the world.

In develop:rig the i 4 student texts and 14 teacher's guides of Principle, of Technology. CORD ensuredthat the content was bath current and broad so that students would be prepared to meet the changingdemands or tne technical workplace. CORD recognized that only a course of study emphasizing basicphysical principles and related fundamental mathematics could achieve this goal.

The 80 Princioies.of Technology video programs created by All enliven the print material bydemonstrating its real world application and showing on-the-job technicians who explain how technicalprinciples apply to what they do. In collaboration and with careful thought. CORD and All have combinedvaried methods and media to develop logical, pedagogically sound materials that bring students into theworld of work.

Principles of 'Tee nology labs give students hands-on experience as they develop physics andmathematics skills and learn the way these skills relate to specific occupations. Both remedial and advancedlewning paths are available to Principles of Technology students. Work with classroom pilot-teachers andstudents contributed greatly to the refining of the course and augmented the regular activities of review teammembers. Finally. important advice of curriculum design came from the consortium's state and provincial.ocationai education leaders.

64-4

14

Now Do You Begin To TeachPrinciples of Technology?

Principles of Technology PT) is a high school course in applied physics for those who to pursuecareers as techniciansor rust keep pace with the advances in modern technology. PT blends anunderstanding of basics and principles with practice. Furthermore. PT builds a firm foundation forunderstanding technologywith today's technology and tomorrow's technology.

In content, PT is a two-year course that has 14 units. Each unit is devoted to the study of an imoonantconcept that undergirds technologya concept like force, work, rate. resistance. energy or power. Eachunit explains what the principle is and how it's used in mechanical, fluid, electrical and thermal systems.Each unit builds on the knowledge learned in the previous unit. Thus, the 14 units. when taken together, helpone understand modern. interdisciplinary systemslike robotswhere mechanical, fluid, electrical andthermal devices often work together. and where many important principles are applied.

What Are The General Course Characteristics?

I. GoalsA. Students will learn principles of technology and will use the associated mathematics.B. Students will recognize that technicians must understand basic ;ethnical principles,

that these principles undergird the world of technology, and that these principles applyto the mechanical, fluid, electrical and thermal energy systems found in technologicaldevices.

C. Students will develop confidence in their ability to understand and apply scientificconcepts and principles.

II. Educational and Vocational Utility of PTA. PT supports and strengthens current vocational technical programs over a two-year

sequence, usually beginning at the eleventh-grade level and continuing through thetwelfth grade. (PT may be adapted by schools for use prior to the eleventh-grade levelor subsequent to the twelfth grade.)

B. PT better prepares students for future technical education in emplo,,erbased trainingprograms and postsecondary schools.

C. PT satisfies one or two years of the science requirement for high school graduationin most states and provinces.

Target AudienceA. Students

1. Are primarily eleventh-grade level students interested in technicalcareers. (The second year of the program is for students who havecompleted the first year of Principles of Technology.

2. Should have completed one year of high school mathematics.

8. Instructors1. Are faculty who have an interest in vocationalltechnical students.2. Are either familiar withor willing to become familiar withthe physics

and associated mathematics in the course, or who will learn teach withothers who are qualified in each area of specialty.

64-5

150

IV. ContentA. Instructional Design

I Science content consists ofa. Fourteen broad.based physics concepts reiec.ant to the technological

workplace. Each concept is organized in a unit of instruction.b. The technical concepts of Force, Work, Rate, Resistance. Energy, Power

and Force Transformers are the firstYear units.c. The technical concepts of Momentum. Waves and Vibrations, Energy

Convertors. Transducers, Radiation, light and Optical Systems andTime Constants are second-year instructional units.

The sequence of instruction isa. First seven units must be taught in order.b. Second seven units may also be taught in numbered order or in the

optional paths shown in the figure below.-Note that Momentum must be taught first before choosing any of theother sequences.

3. mathematics Contenta. Is determined by the physics contentb. Both SI 3i10 English units of measure are used.

FORCE TRANSFORMERS FONT AN°OPTICALSYSTEMS j

li RACIATION

f

4r;;::;li

ENERGYCONVERTORS

iFink"? YEAR i

UNITS. 4

TIMECONSTANTS

a. First YAM'. b. Second year. numbered order.

WAVES ANDVIORATIONS

Tro

MOMENTUM

tr 1

1n YEAR UNITSUNIT 1 THRU 7 :

4 . ... ... .-.1

C. Second year. OPtiOnai Paths.

Fig. .4 Instruction Units in Principles of Technology.

64-6

151

B. Treatmem of Content fir: all project materials;1. Whenever possibie. technical concepts are related to technicians and devices

in the context of the workplace.2. A wide range of technicians and devices are shown.3. The video and print correlate in terms of textual and graphic illustrations.a. Terminology is consistent in project components.5. Language and reading level are appropriate for high school

vocational/technical students.

What's the Suggested General Teaching Plan?

Each of the 14 technical concepts is covered in a unit of study. The suggested teaching plan generallyrequires 26 classes of 50 minutes each for each unit. (SeeTable 1.)

UNITOVERVIEWCLASS 1

SUBUNIT 1CLASS 2 - 7

MECHANICALSYSTEMS

SUBUNIT 2CLASS 8 - 13

FLUIDSYSTEMS

ELECTRICALSYSTEMS

THERMAL.SYSTEMS

SUBUNIT 4CLASS t4 - 19

SUBUNIT 3CLASS 20 25

UNITSUMMARYCLASS 26

TABLE 1. General Teaching Mars

0

CI

Cl

S

C2

C2

M

M

LI L2

L2

M Ll L2

R

R

Ft

Legend:0: Unit Overview/VideoCl. C2: Video, classroom discussion. demonstrationM: Math laboratoryLl. L2: Laboratory practiceR: Review of current subunitS: Unit summary/Video

Note that this is a general plan. Different units will have different plans. Thus. Unit 1. "Force." ispreceded by an extra class that provides an introduction and overview or the entire course. after this initialclass, the general plan is the same. In subsequent units. the first class is devoted to an introduction andoverview of the unitrather than the course. This "Unit Overview" class is. of course. shown in Table 1. ;Seethe Breakdown of "Force at the beginning of Unit I.) The teaching pattern depends on how many subunitsare included in the unit. (See Figure 2 on previous page.)

The last class of each unitgenerally the 26th classis designed for a unit review/summary and test.The 24 or so intervening classes are divided into four subunits of six classes each.

64-72

:13 Ire -ttudy or a teChnicai J,c". eensicieration-Sucii as mechanical, fluid. elect rti.ta:

. 4% 1 -Force.** is de'. -:red :o :tie study of .

net :s de...meet to a study of pressure is forceiike :lulu4r: ssterns. Subunit 4 is a stud./ of temperature tner:na; y5ren-.:

.3)-.,,tor and the activities associati.sd eacn designator.

C!"

v.:tors -The eass designators shown $n Table I have the following interetations:

INTERPRETATION

)fiao- The first class for each unit ,s devoted to an overviewA video program is shown. a class discussion conductez:, and areading assignment given.

Amu- During the second class CIL students view a video prograr..discuss both the video program and their previous readingassignment. and a:e given a new reading assignment.

31w- During the third class (C2)_ students observe a teacherdemonstraton. discuss this and their orevious re dingand complete the Student Exercises in the textbook. The tee.fnerreviews student mastery of Student Exercises with the studentsReading assignment:- for the topics to be covered in the he.:the Math Skill; Lao (mi, should be made by the teach,r.

leo- The fourth class-the Math Skills Lab (M)-consists or piacttceactivities to strengthen those mathematical skills studeni.; .1e.,A todeal with the technical content presented in "CI- aricl."C.-classes. During this class. the teacher guides students through aseries of examples and problems in the math practice ...xercise:i. Atthe end of this class, the teacher assigns students to group:. :npreparation for the application labs ILI and L21. and astligilsmaterial to be read in preparation for each lab.

-)- The fifth class is the concept application lab1.1.11. The teacheroverviews lab one for :he entire class. Then the entire ;las%working in small groups. may complete lab one. Stud-ntt area reading assignment to prepare them for 12's

During the sixth class. concept applicarion laboratory ;Lit.student: complete the lab not worked on during contentapplication lab (,ne.

The seventh class consists of a review 'RI and an no. !:?s- .

teacher gives the reading assignment from the next

3 :ir,e2 t T'ne eighth through twenty-fiftn classes repeat the Pane:. .0. ;

C2. M. U. L2. and R) but :ocus on different energy sysievtit

The twenty-sixth class (S) provides fora unit surirmarievIew -3^;(ioptional test that covers the unit.

..!ln room inruction. mathematics laboratories and application labs are designed for

7,11-minete class periods.depending on your school's administrative requirements.

Lich stu..J.ent study assignment will require about 30 minutes.T..e teache-'s preparation for each period during the initial year should range from

.) J_:, 3i; rronute5.

64-8

53

Equipment RequirementsIn the process of identifying and selecing equipment for the application laboratories. consideration

has been given to cost factors. the utility, & equipment for multi. use and the eduicirnent's adapiabiiity forlearning/illustrating the technical concepts presented in Pnncbles of Technology.

IV. Speaking of ProblemsNote again, that this Guide is only a Guide a nd cannot substitute for your own experience and

ingenuity in solving problems that may arise in teaching thisor any oth-lrcourse. Here are samples ofsome of the problems that nave come up during the PT pilot testand some of the solutions discoveredby PT teachers.

"What if the proper laboratory equipment is not available?-

In this case. you might improvise the "next best" equipment: do another experiment forwhich equipment is available: or. as a last resort. describe the experiment. its purpose. and itsexpected outcome.

"What if the class falls behind schedule?"

In this case, you might combine two classesCI and C2 for examplebut you shouldavoid changing the suggested sequence of instruction. iBut don't forget. the schedule is justa guide.)

"What if there are too few lab stations. say three for 15 students?"

In this case, you might have students take turns. doing labs on different days: you mighthave students work together in pairs or teams: or you might divide the class in half, part of themdoing one lab while the rest are doing another and then changing places.

-What if there's a wide diversity of student ability?"

Many pilot test teachers have discovered that this situation provides a perfect opportunityto utilize peer teaching.

"What if 1 feel weak in teaching physics or mathematics?"

In this case, you might want to arrange to team teach the course with a physics ormathematics teacher or arrange for a physics or mathematics teacher to come in only when neededas a resource person.

Other sources of help include your principal. other administrative personnel, other teachers whohave already taught Principles of Technology, colleagues who are implementing Principles of TechnoiolA inother schools. your state or provincial consortium representativeas well as CORD and/or AIT.

If you need help with Principles of Technology, contact your state or provincial consortiumrepresentative or call CORD at 1/800/231-3015. CORD developed the print portions of the course.Call AlT at 118001457-4509. MT developed the video.

It's to your advantage to explore the nature and availability of these potential sources of help evenbefore you need help on a serious problem. You will then know to whom you can turn and what help you canexpect when the need arises.

And now, best wishes for a good experience teaching Principles of Technology. We hope that you findsatisfaction in knowing that you are one of those who work to advance vocational education, who preparestudents for the new "technological society." and who find personal enjoyment in teaching this course.

64-9

ti

! I

II

Teaching Path for the 'Overview'Principles of Technology Course

RESOURCE MATERIALS

Video: "About Principles of Tech rology";Student Text: No previous assignment has been given.,

This video is an -Overview- or the two-year course. Principles of Technology. It'san orientation video. and it can tie used wan community groups as well as withstudents.

CLASS COALS

In this introductory session. you should help your students understand thefollowing:

1. The meaning of "system" and "subsystem."2. The meaning of "principles." when Lised to explain the operation of systems

and subsystems.3. The advantages of learning principles rather than mere descriptions or

procedures of operation of systems.4. The structure or the course

Video presentations DemonstrationsStudent text I-lands-on laboratoriesClassroom discussions Review sessions

CLASS ACTIVITIES

Since the students coming to this first class will not have had an opportunity toprepare for class by reading the text. you'll need to do most of the work. Show thevideo. Discuss the video. Then, if time remains, preview the student text,I. if you haven't already done so. read the introductory oa es in this Teacher's Guide

in detail, Note the general and overview features in particular. since these relate tothe main thrust of the video.

2. Read the next page---Before the Video," "Summary." and "DiscussionQuestions."

3. Preview the video before showing 4 to your class. Check the "Overview" % deoagainst the suggested pre- and postdiicussion questions. List questions oi yourown. in addition toor in place ofthose suggested questions.

4. Before viewing the video, you may wish to ask the Questions in the "Before theVideo" section (next page) or use your own questions to prepare the students forthe viewing. Similarly, you may wish simply to read the -Summary" section. or tosupplement it with information gained from your own °reviewing. In any case,both discussion and summary before the program are advisable.

5, During the discussion after the program. focus on the most significant points.You'll probably wish to leave some time for a review or the student text. assuggested below.

6. In the remaining time, distribute the student texts of Unit I, -Force." Review thetext's main features. Point out such aids as the Table of Contents for each unit. theLearning Paths for each subunit. the Student Exercises. the Preparatory Math Labsand the Glossary. Explain why many subheads are written as questions (to help asstudy aids).

7, Ask students to read Unit I's "Overview" before your next session.

64-10

155

'About Principles of Technology'A Video Overview of PT

BEFORE THE VIDEO

Tell students:viewers that they're going to see a video program that descrbe5, thePiing:pies of Technology course.

SUMMARY OF THE VIDEO

This video program introduces students. and others who may view ut, to Princ!oie,sof Technology It explains how. in the world of modern technology. one can besuccessful if he or she understands the technical principles and concepts being appliedin the workplace. The viewer learns that it important to understand the science behindthe technology.

A preview of upcoming video segments and studentteacher classroom eventsshows students what to exoect as they work their way through the course.

Viewers will learn now the principles of technology" are toois for the brains ofmodern techniciansand how trey')) be using these tools in classroom discussions andlaboratory hands-on experiments tmath and science).

Students will learn that a system in any combination of parts will work together todo a specific job. The video shows exampies or mechanical, fluid, electrical and thermalsystems. These systems act in similar ways. Basic principles such as force, rate andresistance all operate "across the four systems."

The program tells viewers what's covered in the 14 units of the course. The videoconcludes by stressing that anyone who understands what makes things work will bebetter prepared to meet the changes tomorrow's technology will bring, since"technological literacy" means incorporating change and new information throughoutone's lifetime.

DISCUSSION QUESTIONS ABOUT THE VIDEO :

1. How have technician jobs changed in the last several Years? (Advancedtechnology has resulted in improving the performance of equipment. Because ofthese improvements, technicians must be familiar with several technical areasrather than learning a traditional skill area.)How would an understanding of the Principles of Technology benefit a recent PTgraduate when heishe applies for a job sn a technological field? The trainingrequired fora specific job will be minimized. since basic principles are alreadyknown and only particular job skills need to be learned.)

3. When technology changes and gets more complicated. which technicians wiil bebest able to cope with the changes? (Those technicians who nave a reservoir ofbasic technology principles to draw upon will be best able to cope with change.This ability will allow the technician to have the ability to change and adapt to newinformation.)

64-1.1

1

Notes on Teacher's GuidePrinciples of Technology

BREAKDOWN OFUNIT I: This sneet gmes vou an overview of the activities within Unit 1.

TEACHING PATHS:

TEACHING TIPS:

GLOSSARY:

PREPARATORY MATHSKILLS LAB:

END -OF -UNITSTUDENTEXERCISES:

DEMONSTRATIONS:

Teaching Paths are numbered as 1" pages. Teaching Paths usually are on theright -hand side of your Guide and have lines running vertically ithe length ofthe page) to help you locate them. The Teaching Path for the subunit review ison the left. You'll find a synopsis of each video segment behind the TelchingPath for the Overview. one for each subunit. and one for the Summary ofUnit 1. leaching Paths precede each section within each subunit: ,Overview!0): CI. C2: Math Skills Lab 'M1: and Application Lab 1 (Lt). Application Lab 2L21. the Review (R1 and the Summary IS).

Hints about the materials in the student text are usually located on the 'eft.1-.and side of your Guide. These Pages are designated with a "T." The answersto questions within the student materials are also on these "T" pages.

The Glossary is also part of the student materials. You may wish to remindyour students that they must understand the vocabulary in order to under.stand the units of this course. Because this understanding is so important, youmay wish to discuss the words in the Glossary with your students beforeorduringtheir study of Unit 1.

These activities will assist your teaching of necessary math skills for Unit 1, iiyou wish. you may omit these activities. The Preparatory Math Skills Labs arepart of the student text and are located in an Appendix for easy studentreference.

These questions are part of the student text. They will rest your students'knowledge of the material in this unit.

Demonstrations are located at the back or your Guide in the Appendix, Theretore, these pages are prefixed with a "D." There's a demonstration activitytor each subunit of Unit 1. We suggest that you conduct the demonstration asa part of Class C2: however, some instructors elect to let students do the dem.onstration as a peer teaching experience Please note A CAUTIONS withinthe demonstrations and throughout the student text.

fit -- I '")

4

breakdown of unit 1: Force

Desur stee C ass

/.1.....i

Suountt It; le

vetas

a....Erw.smraa..m......vam--,11.............."'".

CIS1 AcIttvo.v ',ow)T'eng

StaCent"e.:

p3g4 NO.

0 1

overew *I,...4.t v. -Force-

Ovarv.4vg sr ,d*0 40,, Poets 3 :2C'4$1 0-1c.. 44 CM ,rtIfi1...r........... 1 5

CI

C2

as

Ll

U..,..

A. ...... .-1,...-..

C1

C3

AI

...... .....Le

L2

A

CI

C2

IA

2

3

4

6

6

7

FORCE INMECHANICAL

SYSTEMS

Msenathesi Fords 5 du4.1 oseZ.Avi 0.ve.v8vi

5 35Milo,

7 .19Cam Olscusavon and Osuslonsarsoca

I 3M an 7otsw.............Student Etevpv

Vat, 3k+.41 '-io..-...

u imi ..Meaturo+9 Forest 11 - 36

Lao 1,42 - Macsiancal Swats 37 - 42

014fossa of Msenasocaa ;oral

3

9

10

is

12

t3

PRESSURE INFLUID

SYSTEMS

guna Fora &smarm v494".toss Chscusaon

6 t8:pm.

43 -3:4;s Oicusslop ORO 0tenCIMIPSO96

top on irmsge$tuaselt Gitervsof WM 53 '54

04t4 54.11$ %AO SS . S7

Lap I 111 Mtosuross 5ceme Cesatts

111=69

tat) 1F2 - vqouirmq Paasurs

.14

16

las

.--- . ..... ,

17

VOLTAGE INELECTRICAL

SYSTEMS

swum) Fates Ssiognov v mooC!464 OISCVSS.06

3.234110.

1.111111.11.11M1.0.111.0gEal

7v - 76

CO37 - 90

C'au 0.sesdaidet and Osnvorstarsteenvtag an ot.tage

Stutlittt a 40.7,440

v ,-vain s. 1,-as... -t.i ...4 set -MestweAss 'iodise

801. - .1t2

....- -..-A ...

C I

C2_M

....18

..m...

Lab 162 - e'ectr-ca. C rzsett......

19 -9«. .ew 7* i ay. :.s 4 r:t 30

:0

A.4.10

TEMPERATURE INTHERMALSYSTEMS

wyammtatomammanamaeil=

r"lirMa. was 36r.:...s :so-: ass 3 ..4...st Or

s :0...0

31 - 33...... .2? -22

-ai..; AO 0.$C...$0404 4na 0.,enu vslvt tn ',..,sarassiot 3 ' a ' a . set

3r.dons A .e.: sot

tic, sh..., ,. 12

1.1 23up I:, ..tome.a..9 rw,zwat,,,,

...v., Thermommr 103.10s

U 24

26

40 1 .1.2 - ms.,tiong renssertases,...in Toottemacauova

107 - :12

A Assnew of normal FeroNIMMIN7

112

S 26Ungirqty of

Linn 1. -Foyer' Summers V.eto en -Forgo 113 . I is

The first Appendix includes four Preparatory Math Skilit Labs. These Math Skills Labs arefollowed by the End-of-Unit Student Exercises. Instructions for conducting the Demonstration

activities are in the second Appendix. This Appendix isn't included in the student's books.

64-13

Breakdown of Unit 2: 'Work'

Designator Class

-...=fif=tErNOMMAINM

Subunit Title 4Class Activity

=al ,i,...,_

'.1 Cr:ik ,.Tirr ,

..-

0

Cs

C2

"Oyory.ers 3#I Unit 2. .44rk

°Verifier@ V04310 an 'WorkClots Discussion

5 19erit41.

--

2

3

4-- ,5

-6

WORKIN

MECHANICALSYSTEMS

Mechanical Work Subunit VideoClassroom Oiscussion

0:19nun,

a.m..- v

I _ . eChita Chaftlitii011 and Oomonstrotion

2014 on Mechanical Wale

.......1

M

Li

t:

R

Student Exercises !S - ti:..mMath Skills Lab a s 1

-i 7 - :0

Lab 2M1 - Work Oono by Puloys - -. - RSi .

Lao 2m2 -Work pone by Winch 27 - 33

7 gainow oe Mecnanical Work JJ

Cl 8....... --,

9

10.mq

4WORK

INFL UID

SYSTEMS

Fluid Work Subunit VideoClots !Discussion

7:13min.

.- -

.'n

C..

M

Class '..)iscussion sea Oarrionstration20F on Fluid Work

Student Exorcises...

:..:43-

Math Skills Lab 2V2 rs . 4.V;

LI

.11

--.,.Lab 2P 1 -Work Oono by a Piston 0-9 :!,

L2 12

13 1

Lae 2F2 Work Oorwty a Water Pump 37 - $.,

A Review of Aiwa Work t -

Cl 14

WORKIN

ELECTRICALSYSTEMS

Electr.col Work Subunit vIdsoClots Oiscuseon

8:20mat.

CI? 15Cass 0.scustion and OernonstratIon

205 on Electr.cal Work

M 16Student Exercises : , :

matt% sk.o ms L40 2 s 3

Li 17 .,18

Lsb 2E1 - Aforkc Cone dY a Motor l ,,

L2 Lab 2E2 - Work Don by 1 Solancucl

_....

.)11 -

R

Arrowe ......

19 Review of Electrical Work 30

S 20 "Summary" of Unit 2. -work Summary Video on "Work" 6.SSmot. 9* - -12

....-....---,93..lees

SUP'LEMENTAL GLOSSARY (Plebe 'innate.)

SUPPLEMENTAL PREPARATORY MATH LASS i0otionei: use st win.) 95 - . t..

UNIT 2 TEST ENOOFUNIT EXERCISES (Royme of Obioctiyos.) 11! -11.1.

SUPPLEMENTAL DEMONSTRATIONS (InstuctiOns on setuct.1 0-1 -Q -13

64-14 153

Breakdown of Unit 3: iRcttes

0441011/00/ Class

namanumorummasemymAramadammik

Subunit TitIG I C:sei Aerial* Video Stuc lentTextTime

PUS No

0 1 -grove.. of unit 3. -Rote- Overvis v o 01ve 0 R410-yrC:osaaaom Onskoston

10 24row.

1 . 5

Cl

C2

ro

1.1

L2

R

2

3

4

5

4

7

RATEIN

MECHANICALSYSTEMS

mtchanocal Flats Sutoottt V envCluansem 0i1411/7400

7 20Mtn,

7.15

C:4177 0147,747111011 one Oaononstretono30NI on Moutansco Rate

swam Examse

WM=CaMOM

5:14:Mk

t 7 . 18

.13131..-.---4-----

141111 Slatits La* 3t141

Lab 3M' .. .414404fIng unwnets on Conveyor halo

Lot 3942 . kasoounne AngelesRem wst0 4 St701,71e00111

FIIPP4V4 of Fhactenbom Rate...........,--......

C I

C2

.9

LI..1L

L2

R

C1

C2-OA

....0

9

10

t 1

t 2

13

:

RATEIN

FLUIDYSTEMS

Flwet Flats Smetunt viersCssereons 0144S1034

Om 0411144100114/03 Osmiumneon300 on Plvo Ante Messersetent

111M2=10:1111.111..=OM=41 -45vi=1.111111

1.49 3P t - etessonsa Lonna flewn4to An a Channot 47 - St

uct 303 464worotte Gat Rooparrs wow en &rhos 53 - SAS

1 RIPolre se 01102 Ohms 5$

14

115

It.

.17

RATEIN

ELECTRICALSYSTEMS

Steam:at Ram StOonst vogueCeassoom 044174W:

710in" 59 - 2.9

C:J*111:141:141100 WV 04g11011111rO0011

305 on Elostpaps Flats

a - 79

L 1 La 351 - mammy Current 81 - 64

L2 18

.

R 13

1.40 352 -1044starM8 gfoausrico 35 90

Atrywo of SiOCIPC41nate 90

Cl 20--/C3 21

RATEIN

THERMALSYSTEMS

,..m.....

Therms' Rees 5uSsotrt 0.000C1411200,010,satiaion

7 %.71A ,

97 99

OamonanonCast 0.sousagen ono wC:301'on Thermo Pas Hoesurament

PA 22Stutiont Eaton:nos '00 -101

...cub skins Lac 3146 103 -105

1.1 231..10 311 -44searress Nat

este" aste 109-116

1.2

R

S

24.1=11 IIII

25

Les 311. Hoak .* Cootie,.Aire 117 -121

ir4sriew et Mama: Rats 121

211 "Summon," of Unit 3. "Row SuPonre, VOA. on "F1414"10.52M.o.

SUPPLEMENTAL GLOSSARY (Plum review.) 125

SUPPLEMENTAL PREPARATORY MATH LABS (Optional: use et will,) 127 - 141

UNIT 3 TEST EN124311UNIT EXERCISES Mons* of 0b schwa.) 143 -145

owSUPPLEMENTAL DEMONSTRATIONSDEMONSTRATIONS Itettaticoottis on let47.1 0.1 - 049

64-15160

:looanotO

3

Breakdown of-a,4

raw

C1 2.C2

LI

L2

eml1 .CI

C2

woo=

3

4

S

6ea=

8.111.

9

10

S-bobi 7 ;is

; ;nit 4: 'Resistar:ce.,tvisi=.-:-.T.rett-vseustLimaxtes.=.'s-""c'V-A-^4 "

of . Doo.sia cv"

L1

L.2

11

01._11.._ ..M0110111

13

1 ammo

Ct

0101 .

C2

1

S

RESISTANCEIN

MECHANICALSYSTEMS

....IM.IMIIkN

RESISTANCEIN

FLUIDSYSTEMS

;041,saMI.,,,oflo on 5-;41, ;

ell 0110.01,MreMMInw *;matos,.............aa.14

g, lc/MA*4MMaine* UMW"? "' 4)4"

C sWeer. C.PCUI.11110, L i....._____. ........._,.4. Owtou.on ono Osman ttttt con 1

ar...Ag on wocneoc4; ic!-:. 31,1.4/0CJIrt,....,.,..-..,-,i S1U41101 enste11Z

1411/1 51011111.441410.-, Lt i ces.11..3no P. yucn

m41, -...,owtants

i

1 7'

:5 :toi....... «.-........,. .1 /4s1_40 4431 - Stf .;n1011w.-- 300001 I

3 . . 33li .4.isario Air'. .-Ir non .-*.....................

Itar.o. of W51004.14.0 Awe

-.0 CI aaaaaa foci 5U0onfi 4.4640to$ uzugsion

C1410 0464;414o Mt eimonswetaiiC gegftlIaCe 10 A it .50w

SI 10:11111t

5-43

.1.11.1111.7,5

s. 4.; :3

51 SO

C..2 4

-";

Otis

n

mn Sx.c Lia 4t#

tam o. *40010/105 Muse SIIMISCOnfgo.1, moss

Les 6.2 . magnum., Rousting*. Alt /541;wo

18

Lt 17

=00.11W 0111=1. .11 "/?1.2 18

ommm eIMI wwMr

RESISTANCEIN

ELECTRICALSYSTEMS

mrob .161 ...A.m.. ...A.,

.. .41,

Lt.22

4111Alm.

S

..=w .0.10

CR

.111011011.

24MEIrEr WM%

25

RESISTANCEIN

THERMALSYSTEMS

,01-o1 of 000$0404

eltthcos UM 5uOund V.oaoVolt Otsous3;60

Cliii Owcuits01/ 100 000nitrovonei on liecte.cii

MC 0/1rwi _rorSNISOOIO tstC

40111011111$ LAO 3

310111.-M.I. V

011...7 10?MA.

1.4* Onws :..aw sowsC.,41.41

LAO ',ItZ La*,Cocw.16=affM

Sev.i. 0' !metro:al alis.{Isecs

awsevsc (IgoZ.stuncA

Coss Ic..szo, ;n0 se..o1111.,4:.::ar oct.sIsn,oime

s....t -/.4.1Lab 411 - M601or.1o 04mgenco

o Thomosi nstopon.1i't 3110 05TileMal tnpuilmon

iirtvgo Tftstriwiltlemstioci

20 "3ismenary5 of urn; ., -0174101Ancr'mwro1111.

27 "041e4141 eloviere Of '4, or efo,,"WOfli ". alb'. Ilestsgancir

SUPPLEMENTAL GLO:SARY

SUPPLEMENTAL PREPARATORY MATH LASS

UNIT 4 TEST...11==..

ENC-OF.UNIT EXERCISES

1143.0weloto vuozo on "floslatatce.1........modm

Oubri.00, Of figefl Urn%I.0000. Wont, not. ant 00sif 6,401

I Plo3S4 rtv.fror

tOptionsi: uff it will-)

SUPPLEMENTAL DEMONSTRATIONS

64-16

1.....MM../1tRo4.0.v. 0 Oboctiv47.1

14ftl

37

mom.. 1/4.1

'2: ;25401 .41

I. 21

t2) 125

;2F !3: a

.IA0,31.007

135

137 ISO

I imstructoonf on actual3110.=

161

1*151 153

o ;S.a.:,sugrn.e.res

Breakdown of Unit 5: 'Energy',

Oessartator

=2...=IMEMOMMENE/mmulom..mmmmil.....1=111:1111MISLCJMAZZINMWSAMSYNCOMON

Cass Subunit Title Class Actliouty

.i.IMPlabilt

:V . Cle0

T me , eat°Us No

0

CIe . 110

C2

M

""' ."L1

1.2.. .. -...R

Cl

C2

1.1

'"'' '''' -^fLl

L2

R

Cl

I -Oidriodvr- of Lind S. -Err95. OVrif.ler V41190 on &w ayClass Odninton

8 34nun, ' 1

2

...,3

a

"'5

a

7

ENERGYIN

MECHANICAL AND FLUIDSYSTEMS

i

crararliostarni :Subunit v.peo

Ciliate/QM 0 le41Ilion! 51.0.1. 9 - 7

Class Odorssion and Osmonstrstion513M on Petatio and OC.1.9tie Ertrav

stasot awcdr, .94.41t11 sitiis Lao 5 g1_ :1 - :6

Lae SNIF1 - measuring the PotantiotE"folv af a Spring

tab SMF2 - Enarav Storms .n awinirault Accumulator

-77 - 73

3S 40

Renew of 4..fgv syment 1 41

9

9

10

'11

12

13

ENERGYIN

MECHANICAL AND FLUIDSYSTEMS

Efsrov Symms itSubunit VideoClan Oiseundir

9 39min. 43 - 53

C:aaa cliseamait and OsinonstrstionSOP on Potential ea Kmirve away

SPASM E20,0$111 SS

Matn Villa Lao 5 52 57 52

Lao SMF3 - win, Energy incamonimpa Air toCove* An Motors

Lao SMF4 -mutating IN OCInnICErtrav of s Rotating iewimal

63 - OS

67 - 73

Renee 01 Enorgv Systems it 73

14

ENERGYIN

ELECTRICALSYSTEMS

a'actricat Energy Skiourld Von*Craw Chairs:Ion

a laRIM. rt -a+

C2

m

ls

s8

1 7

ii3

'9

Casa Oicussion art Nenonsdation50E on Capacitor . :, zags ening,

st...c.p. i**.c.tr, 53

-'at- 5 ..o 5?3 as ;.;

LI- . ..-L2

Lao 5E1 - E.aqv 5Via n a;sow:of

Lao 5E2 - CV.VrVIN F44 Insrgi,i 5.ec:, sag 5 -efiv

3, 34

99 'Z.:.....* iis, lo V I at- :.1- I es. :2

- ........ -.-.Cl

1,r, .1,..

..._20

ENERGYIN

THERMALSYSTEMS

er-a Eel. i.z..- . :ez: os t.` SC+it 3...

! 43... .

:13$1 $C4$4*A 3ra 2,-:-s-l V.

iDT :. -`e. -a. 11-1.OM =M ..

14 225.,:.: 2 .e.: WS

...W 54 S LiO 5 V4 ' ' .2-LI 23 t.ao STI - Eau.ior.urn 79mi:draws

*f 4 MatureLab sn - Thermal &way and

509014 ...oat of a Maw

'23 -'28,....,

U 24

Ft 25

,27 133

Root* of Therms antra,/ 131

S 26

..-...-Surrionary- of unit 5, Gram, &mummy Vo7113 Or Ere

8 112 133 - 135

SUPPLEMENTAL GLOSSARY iPiegs. rOvIeW.1 137

SUPPLEMENTAL PREPARATORY MATH LABS (Optional: use at *oil 139 - 149

i 49 - 150UNITS TEST ENO-C)FUNIT EXERCISES (Reins* of Otaiintnnis.1

SUPPLEMENTAL OEMONSTRATIONS (Instructions on sotu0.1 0.1 - 0.17

16264-17

Breakdown of Unit 6: 'Power'

Designator Subunit Tithe Cass Activity VdeoT:me

St'zci7 .:-,-ext

Page 'tic

0

Ci

1 -Overview" of Unit 6, -Power " Overview video on Power-',ass Discussion

7 42Min, 3

2

3

4

5

8

7

MECHANICALSYSTEMS

Macrinical Paine Subunit VideoClassroom Dints:mon

9100min,

.i7 5

66

C2Class Crscuttion and Derrionstradon

60M on Mechanics, Power

M

LI

L2

itutterit Exercises ,Meth Polls Lab IV 19 - 23

Lab 6 MI mseauring LinearMschsrissai Pow..?

Lab 6M2 Power in e RotetingMocitsnicel System

25 - Ja

31 - 38

R Review of Mechanical Power 37 s

cl 9

3

. FLUIDSYSTEMS

Ruud Power Subunit VideoClan Did:union

811Mtn.

-

.i39 - 4a;

j..-4

C2

M

Clan Oisouson end OndonsIdetionSOP on Pend Pond

la 3tucient Exertillt 49

mith Skills Lab 9M2 St -54 ii-------445 -59 ..

6

Li It tab 6F1 Flu.dPOwlef in6,vdraune Svitems

_AD in Power fromair Motors

.L2 t 2 61 - 67

R

CI

13 Review of Fluid Power 58 )14

15

ELECTRICALSYSTEMS

Eiecteei Power Subunit VideoCast Discussion

59 - 76

---;7 1

C2 Cass Discussion aria DemonstrationSCE on Vectrizai Power

SP 16_ _17

it..44., iatrelef',tam Skas LA 6V3 73 -17.

-. ...,-.".

Li lall: ti sai6E1 Meesung EinthSway witn Watt.our Meter

-act 6E2 ElectricMotors and Generetors

83 - 87f

U 18io

89 - Yi 11".

R 19 Rewaw of incision Power 96 i4.1

CI

S

411=1MOV

20 THERMAL SYSTEMS Thermal Power Subunit VideoCleat Discussion

3.08n,ri.

.4

91el

6

)

21 **Summery of Unit 8 "Pawn"Rawl.* of Thermei Power tog

Summery video on "Power" 101...m...1.-A

;;03 1SUPPLEMENTAL GLOSSARY Plene revotrer.1

UNIT 6 TEST ENOOFUNIT EXERCISES Review of Obiectlint.1 105 - '06 .

SUPPLEMENTAL DEMONSTRATIONS i instryctions on setuo.1 04 ..0-.;

64-18 1 63

Breakdown of Unit 7: 'Force Transformers'

Designator Cass Subund T le Class ActivIty video St.cientTrna -le:

P190 No

11...

0

CI

1

Deanne** ofVint 7 "4 Ote4 TOINifOIOWI''

.II.

Dewy:ow v deoOn **00,0 l'.41Orrvtirt

C'at 0.114USPOR7 :4

1 . i

2

3

4

Io. ...m.

5

6

,... ........

7

L.F.O., meenan.Aas 4.-; aUetino v.CI

ClasstottoI .te..41.ttn

3 24-.A * 4

C2

ammilm

LI.....L2

-.... -..-R

Cl..

C2

d

FONCE

Vasa 0.sciatapon and Pernanstavon"CIAAL on F-714

Steom g.we.sa,TRANSFORMERS

INMatn Sa.vs L4ci 7 5/ 1: - :4

LINEAR MECHANICALSYSTEMS

LID 7M1 - -Tne Come-doonqvv.rien-

Lab 7M2 - 'TP4 Sctive

11 35

37 41

IROVIIVO of Unser C.TR AZ

819

10

......

t

12

Rotattono mecneNca. P-TRSuourt.t view*

Ctailfoorn Discusston

a 30..n.n 43 . ss

C:ass 01144144A and 06eflOnstratlart10.411 an F.114

FORCE S:uciont Esiemwss 17

TRANSFORMERSIN ROTATIONAL

MECHANICAL SYSTEMS

math 51 111 Lao 752 E9 - 33..11M1111 ..,

Lt

L2

Lab 7M3 'Gears"

',ad 7M4 Slits and Panevs"

55 71

-:- ra--a 13 441.1,0 of L Pea. F-TR 9

C I '4

FORCETRANSFORMERS

INFLUID SYSTEMS

A..nd F-TA i r...,rnt v.deoeoo : 14411.0n: -an rn

5 17... nn

31 - 39

........

:2

se

15

,6

-.-0

Cot/ 0-tetatuon v.: Demon/I.-won

Stamp.? sxs.; set a.

.14:- 94t.: s .4o 7 z 3 : . 35

-1.---

-2-..... -,...

2. .*: !

Leo , - Tie .. 4 Jac*

---rs l

iT '22

' :: -_.....

I oe.. t. r : -- 2 ..

10E let.' c4 '47 SaZa" . :et

: tts 3.4z-st.T.na2- . .

-......... -.Av.

2

Si

2%

22

22......

TA

FORCE

TRANSFORMERSIN

ELECTRICAL. SYSTEMS

..:-ati 0.tetasvoe ant Deene,1:at on'DE 2.. 8 eat cal F .1"4

So.zent Ettore tot

.tarn st.:., 640 7 s - a

LIi g-ao 7E1 0E2 - -E!ee:f.ealL Ta'ai.ZI.M.01

.1

5 4.6

31

tb,

'It - %TS

1 729

131 - '33

...ea. .,==.L2 Aev.fre of teetr.eat F -TR

-.....

R 25 5..,--1. r of Svernetary v.dso an F-TR

ea

S 20..... = Ate v . 34

.. 1 5 - 7 :5 :9

UNIT 7 TEST

Am.

ENO.Cof -..:... a EAC:SES Rev -e.« 01 Odiectve: I 4I - 42

SUPPLEMENTAL. :2'::%10',5-^%;. '3".S . I nstr vet.0,'S WI itt60 1 0.1 - 3 ;

64-12 134

TEACHING PATH - CLASS 0

RESOURCE MATERIALS

Video: "Overview: Force"

Student Text: "Overview: Force"

CLASS GOALS

When the students come to this class, they should have read the

"Overview" of Unir . in the text. This information will be expanded and

reinforced thrownout the rest of Unit I. In this class, you should help

your students understand the following:

I. The definition of a force.

2. That technicians deal with four energy systems, which are:

a. Mechanical

b. Fluid

c. Electrical

d. Thermal

3. How pressure in fluid systems, voltage in electrical systems, and

temperature in thermal systems each acts like a force, and is said

to be a forcelike quantity called a "prime mover."

CLASS ACTIVITIES

I. Show the video, "Overview: Force." See back of this page for a summary

Of the video. Use suggested questions as a lead-in before turning on

video. Use suggested discussion questions after video has been shown to

eqpnasiza video highlights.

2. Integrate ideas presented in the video with those discussed in the-text.

3. Assign the text up to "What is Torque? 4ow is Torque Related to

Rotation?" to De read before coming to the next class--Class Cl.

64 -20

1C0

:11

11

ABOUT THE VIDEO, 'OVERVIEW FORCE"

BEFORE THE VIDEO

As students the following question:

. What is the principal characteristic of a force or forcelike quantity(the prime mover)?

tell students that they're going to see a video program about force.

Students should pay attention to (1) the characteristics of forces. and (2)

the ways pressure, voltage and temperature difference are similar to force.

Pressure, voltage and temperature difference are Called "forcelike guan.

titles," because of these similarities.

SUWON OF THE VIDEO

This video segment introduces force as a push or pull that can cause

change in the motion or shape of an object. Using examples from everyday

life and the Orld of technology, the program shows that force can cause an

object to start moving, stop movingor to move in a different direction. A

force can also change the shape of an object, as ween a car is put into a

Crusher or when a person crushes a soft drink can.

Pressure, voltage and temperature difference are prime movers that act

like forces. Each causes movement within its own kind of system: mechani-

cal, fluid, thermal or electrical. Blood flows through our bodies and water

Mies through pipes because of pressure. Voltage causes the movement of

electrons. This movement may be through wires and circuits, and.-in part. -

makes possible the technology that allows us to produce video programs. Heat

energy moves from warmer to colder areas because of temperature difference.

Because modern technology often combines mechanical, electrical, thermal

and fluid systems in complex devices. technicians must understand all four

systems and the similarities among the four orime movers.-force, pressure,

voltage and temperature difference.

DISCUSSION QUESTIONS ABOUT TIE VIDEO

1. Describe a force. (A force is a push or a pull that can cause an object

to move, continue to move, change direction. stop moving or slow down,

or changes the shape of the object.)

What do force, pressure, voltage and temperature difference have in

common? (They have the same function in different energy systems and

act as prime movers.)

3, How does an understanding of forces help technicians? (All work is

based on applying forceS, so technicians must understand force as the

prime mover in all systems.)

64-21 0

4

APPENDIX B

Occupational Information Guide

167

65

PRINCIPLES OF

OCCUPATIONAL INFORMATION

OVERVIEW: OCCUPATIONAL INFORMATION 2

TECHNOLOGISTS AND TECHNICIANS 3

ELECTROMECHANICAL INSTRUMENTATION AND MAINTENANCE TECHNOLOGIES 5

ELECTRICAL AND ELECTRONIC TECHNOLOGIES 6

ENVIRONMENTAL CONTROL TECHNOLOGIES 7

CIVIL TECHNOLOGIES 9

ARCHITECTURAL TECHNOLOGIES 10

INDUSTRIAL PRODUCTION TECHNOLOGIES 11

QUALITY CONTROL AND SAFETY TECHNOLOGIES 13

MECHANICAL AND RELATED TECHNOLOGIES 15

MINING'AND PETROLEUM TECHNOLOGIES 16

ALLIED HEALTH, DIAGNOSTIC, AND TREATMENT TECHNOLOGIES 17

BROADCAST TECHNICIANS 18

TECHNICAL WRITERS 20

NEW AND EMERGING TECHNICAL CAREERS 21

HOW TO USE THIS INFORMATION

This information is designed to be used with Principles of Technology toprovide teachers and students with occupational information. This mate-rial should be used as teachers see the need when students desire occu-pational information. We hope the teacher will cover all the occupationswith the students to assist them with career choices.

Phil RollainProject Coordinator

offiS

OVERVIEW : OCCUPATIONAL INFORMATION

The selection of an occupation is one of the most important decisions in aperson's life. For the young preparing for a career, questions abound asto what skills are required in each field and how chose skills may be at-tained or refined. Furthermore, while ylu may be aware of your own in-terests and abilities, you face the perplexing choice of selecting a fieldwhich promises the greatest economic and personal satisfaction.

How much training does it cake to enter a particular occupation? Is ex-perience important? How much can I expect to earn? Is it difficult tofind a job in this field? Finding the answers can be difficult. However,more resources are available than ever before to help you make an informedcareer choice.

Each unit will contain occupational information on 46 different technicalpositions. The information shall be brief and to the point, and studentsdesiring additional information should contact their guidance departmentor public library for these particular refererices:

1. Occupational Outlook Handbook, published and revised every twoyears by U.S. Department of Labor, 3ureau of Labor Statistics.

2. Dictionary of Occupational Titles (D.O.T.) published by U.S.Department of Labor (fourth edition).

3. Many trade associations, professional societies, trade unions,industrial organizations, and state and federal governmentagencies are able to provide career information that is valuableand up to dace.

4. North Carolina Careers is a microcomputerized, comprehensivecareer guidance system designed co find occupations that matchthe student's own personality characteristics and preferences.North Carolina Careers also provides in-depth, accurate, andup-co-date information on 300 occupations and 143 training sites.

North Carolina Careers contains 141 different ways to describeoneself or to obtain concise information on occupations in 11topic areas including:

InterestsAptitudesTemperamentsEducation LevelEnvironmental ConditionsEmployment Outlook

65-2

Wage/SalaryHours of Work/TravelPhysical DemandsPhysical ActivitiesIndoor /OutdoorConsiderations

1CS

Technologists and Technicians. Technologists and technicians provide thetechnical assistance necessary for engineering, computer, library, legal,and similar professional activities. They focus on the practical elementsof a job, leaving.the policy, theory, and design aspects to others.

Technologists and technicians perform the day-to-day tasks needed to carryout a project or run an operation. They may operate testing and measuringequipment in a laboratory; make drawings of new designs; build models ofnew projects; program computers; or guide airplanes to their destinations.They are employed in nearly every industry, wherever technical assistancein a specialized area is needed.

Most technologists and technicians work closely with and are supervised byprofessional workers; for example, engineering technicians work with engi-neers. They are usually part of a team that is engaged in a particularproject or operation.

In most specialities, technologists and technicians use complex electronicor mechanical instruments, technical manuals, or other specialized materials.Because of the diversity of technologists and technician occupations, train-ing requirements vary widely. A high school diploma is a minimum requisite;most jobs, in fact, require specialized postsecondary training. Trainingis offered at junior and community colleges, technical institutes, voca-tional schools, and extension divisions of colleges and universities. Theseprograms usually emphasize practical courses and "hands-on" experience ina particular specialty. Programs vary in length. For example, most legalassistant programs require two years' work. On the other hand, programmerscomplete four-year bachelor's degree programs.

In addition to acquiring a formal education, technologists and techniciansoften receive on-the-job training; for example, programmers generally workunder close supervision for several months. Occasionally, technologistsand technicians take additional courses to keep abreast of technologicaladvances in their specialty.

The knowledge and personal characteristics required in these jobs vary, butmost technologists and technicians need a good foundation in mathematicsand the basic sciences--physias, chemistry,.and biology. They must be ableto apply practical knowledge to solve particular problems. Because theyare often part of a team, technologists and technicians must follow direc-tions well and effectively communicate their findings to.ochers. They mustbe patient, precise, and organized in their work habits. Also, most needmanual dexterity. to work with various kinds of equipment.

65-3

170

This course, Principles of Technology, is designed to give the student thefirst course in a technical career. It offers students a broad base of theprinciples and concepts of technology so that they can build on it in theyears to come. This course helps students learn technological basics thatenable them to respond to changes in the marketplace as their career pathsunfold. The knowledge this course transmits is the basic information foran increasing variety of advanced technology occupations, some of whichdo not yet exist.

65-4

171

g

Electromechanical Instrumentation and Maintenance Technologies. A group ofinstructional programs that prepare individuals either to support or assistmechanical and electrical engineers, or to install and service electro-mechanical equipment. Programs stress specialized, practical knowledgerelated to the mechanical, mathematical, scientific, or technical aspectsof mechanical and electrical engineering, biomedical engineering, computerscience, and instrumentation design.

Biomedical Equipment Technology. An instructional program that pre-pares individuals to manufacture, install, calibrate, operate, andmaintain sophisticated life-support equipment found in hospitals,medical centers, and research laboratories. Includes instruction inthe use of testing and diagnostic instruments; calibrating techniques;potential hazards and safety precautions; and methods of installation,repair, maintenance, and operation of the equipment.

Computer Servicing Technology. An instructional program that preparesindividuals to install, program, operate, maintain, service, and diag-nose operational problem in computer systems arising from mechanicalor electrical malfunctions in computer units or systems. Includesinstruction in the underlying physical sciences and supporting mathe-matics of computer design, installation, construction, programming,operation, maintenance, and functional diagnosis, and how to detect, .

isolate, and correct malfunctions. Programs describe the electricaland electronic circuits and mechanical devices used in computer con-struction and their combination into systems in individual computersor computing installations, as well as instruments used to detectweaknesses or failures in electrical systems in computers.

Electromechanical Technology. An instructional program that preparesindividuals to assist mechanical and electrical engineers and othermanagers in the design, development, and testing of electromechanicaldevices and systems such as plant automated corirol systems, servo-mechanisms, vending machines, elevator controls, missile controls,tape-control machines, and auxiliary computer equipment. Includesinstruction in assisting with feasibility testing of engineeringconcepts; systems analysis (including design, selection, testing, andapplication of engineering data); and the preparation of written re-ports and test results.

Instrumentation Technolut. An instructional program that preparesindividuals to design, develop prototypes for, test, and evaluatecontrol of measurement devices on systems, and to prepare graphs,written reports, and test results in support of the professionalpersonnel working in the field of instrumentation. Includes instruc-tion in the fields of electricity, electronics, mechanics, pneumatics,and hydraulics as they pertain to the principles of control, recordingsystems, automated devices, and the calibration of instrumentationunits or systems.

Id"t -\4

65-5

Electrical and Electronic Technolo ies. A group of instructional programsthat prepare individuals to support and assist electrical and electronicengineers, and other engineers and scientists concerned with the development of lasers. Programs stress specialized, practical knowledge relatedto the mechanical, mathematical, scientific, or technical aspects ofelectrical engineering, electronic engineering, and laser development.

Computer Technology. An instructional program that prepares individuals to support engineers and scientists in the design, development,and testing of computer and peripheral devices. Includes instructionin electronic circuitry; prototype development and testing; systemsdesign, selection, installation, and testing; solid state and microminiature circuitry to data storage devices; and the preparation ofreports dnd documentation of test results.

Electrical Technology. An instructional program that prepares individual; to support an electrical engineer in the design, development, andtesting of electrical circuits, devices, and systems for generatingelectricity and distributing electrical power. Includes instructionin model and prototype development and testing; systems analysis andintegration, including design and development of corrective and preventive maintenance techniques; application of engineering data; andthe preparation of reports and teat results.

Electronic Technology. An instructional program that prepares individuals to support the electronic engineer and other professionals in thedesign, development, modification, and testing of electronic circuits,devices, and systems. Includes instruction in practical circuitfeasibility; prototype development and testing; systems analysis, including design, selection, installation, calibration, and testing;solidstate and microminiature circuits; and the application of engineering data to specific problems in the electronics field.

Laser ElectroOptic Technology. An instructional program that prepares individuals to assist engineers, scientists, or plant managersin the assembly, installation, testing, adjustment, and operation ofvarious types of lasers for various applications. Includes instruction in safety precautions and the optical, physical, and chemicaltheory and application of each laser device.

65-6

73

Environmental Control Technologies. A group of instructional programs thatprepare individuals to assist in controlling either the internal temperatureof commercial and industrial, buildings, or the levels of toxicity of in-dustrial wastes.

Air Conditioning, Heating, and Refrigeration Technology. An instruc-tional program that prepares individuals to work in engineering depart-ments or independently as entrepreneurs capable of designing, installing,maintaining and operating small or medium air conditioning, heating, andrefrigeration systems. Instruction prepares individuals to work in acommercial organization performing special tasks relating to design,assembly, installation, servicing, operation, and maintenance of heatingor cooling systems, according to the standards of the American Societyof Heating, Refrigeration, and Air Conditioning Engineers, Inc. Includesinstruction in air conditioning, heating, and refrigeration devices,equipment, techniques, and systems; evaluation of amount of heating, airconditioning, or refrigeration capacity needed to accomplish a particulartask; and instruction in the maintenance and operation of a system thatmeets the requirements of the task.

Air Pollution Control Technology. An instructional program that preparesindividuals to detect, measure, and control air pollution. Includesinstruction in the chemistry of combustion from which the majority ofpolluting elements in the air are derived; the major sources of airpollution, such as internal combustion engines, power plants, and in-dustrial or home use of fuels; methods of sampling smokestack; detec-tion and source identification and analysis of air pollutants, bothgaseous and particulate; and the construction, use, calibration, andmaintenance of automatic samplers, recorders, and other analyticaldevices.

Energy Conservation and Use Technology. An instructional program thatprepares individuals to support engineers or work independently toidentify and measure quantities of energy used in heating and noolingor operating a facility or industrial process; assess efficiency inthe use of energy or the amount lost through wasteful processes orlack of insulation; and prescribe remedial steps to conserve energywithin the system. Includes instruction in the utilization and con-version of energy in its various forms; techniques for improving useor preventing loss of energy; and the quantification of the net mini-mum or optimum energy required in a given system or process.

Sanitation Technology. An instructional program that prepares in-dividuals to support sanitarians, and others responsible for healthand sanitation factors, by determining the nature and amount of bac-teria and chemical contaminants in water, wastewater, and food pro-cessing. Includes instruction in sampling, culturing, and identifying

1 P4 A

65-7

I

pathogenic or other organisms; determining the relative amounts ofcontaminants in food, soil, water, or other materials by taking samplesand performing analyses using sophisticated chemical and biologicalequipment and procedures; and sanitation-related aspects of water andwastewater purification and processing systems and fool. processing,storage, and service. Programs prepare individuals for the licensureor certification that is required in some states for employment ingovernment sanitation or health-related agencies.

Solar Heating and Cooling Technology. An instructional program thatprepares individuals to work with heating, cooling, and refrigerationengineers and scientists in research, design, installation, and main-tenance for maximum efficiency of solar heating units for space heat-ing, cooling, and water heating for factory, home, or institutionaluse. Includes instruction in the design and dynamics of solar heatcollecting systems; heat collection, storage, and distribution inmodern heating and cooling systems; theory, procedures, and measuringdev;-es for air conditioning, heating, and refrigeration systems; andthe individual mechanisms and controls used in solar heat collectingunits for air conditioning, heating, or refrigeration systems.

Water and Wastewater Technology. An instructional program that pre-pares individuals to process, purify, store, control pollution in,distribute, and dispose of wastewater. Includes instruction in thedesign, construction, operation, and maintenance of equipment forwater or wastewater collection, processing pollution control, anddistribution; operation of machines, devices, ,nd control systemswhich use sophisticated modern instrumentation; testing of samples ofmaterials at various stages in the process design; hydraulics; liquidcollection; liquid-processing equipment; pumping and conveying;sampling and testing, both chemically and biologically; processes ofpurification digestion, biological deterioration, and dis'ntegrationof wastewater products; plant layout, operation, and safety; and theregulations and standards controlling water or wastewater purification.

65-8

175

Civil Technologies. A group of instructional programs that prepare individ-uals to support and assist civil engineers and urban planners. Programsstress specialized, practical knowledge related to the mathematical, scien-tific, or technical aspects of civil engineering and urban planning.

Civil Technology. A group of instructional programs that prepare in-dividuals to assist a civil engineer in designing, surveying, materialscontrol, testing, and building of various structures. Includes instruc-tion in physical sciences; mathematics; surveying; laying out roadways;preparing plans and specifications for the construction of highways,railroads, buildings, dams, and airports; structural detailing and de-sign testing; construction estimating; and operations management.

Drafting_ and Design Technology. An instructional program that preparesindividuals to assist mechanical, electrical and electronic, architectural,chemical, civil, or other engineers in the design and drafting of elec-trical circuits, machines, structures, weldments, or architectural plans.Includes instruction in the preparation of engineering plans, layouts,and detailed drawings according to conventional projection principles...Ind techniques or as specified; preparation of charts, graphs, or dia-grams; model making; and the use of handbook data germane to design anddrafting in various engineering fields.

Surveying and Mapping Technology. An instructional program that preparesindividuals to technically assist civil engineers and urban planners inthe determination and description of the shape, contour, location, anddimensions of geographic areas or features.

Urban Planning Technology. An instructional program that prepares in-dividuals to work as team members with civil engineers, social scientists,and urban-planning professionals. Includes instruction in methods usedin urban design and land utilization; methods of demographic study, in-cluding population growth, transportation in urban settings, and housing;building and construction codes and regulations; urban traific managementand control; distribution of water and wastewater systems; electricalsystems relating to the overall planning for redevelopment of an urbanarea; urban mapping and engineering drawing; reading architectural orengineering drawings; methods of urban growth determination and pro-jection; cost determination; analysis and comparison of different typesof configurations and the sociological aspects of housing, transporta-tion, recreation, park and living space, employment, and logistics inan urban setting.

65-9

rat rl( 0

Architectural Technologies. A group of instructional programs that prepareindividuals to support and assist architects and architectural engineers.Programs stress specialized, practical knowledge related to the mathematical,scientific, or technical aspects of architecture and architectural engineering.

Architectural Design and Construction Technology. An instructional pro-gram that prepares individuals to assist the architect and architecturalengineer in planning and designing structures and buildings; testingmaterials; constructing and inspecting structures; model building anddesign estimating; utilizing, transporting, and storing constructionmaterials; and dealing with contracts and specifications.

Architectural Interior Design Technology. An instructional program thatprepares individuals to assist architects in planning and designing in-terior layouts. Includes instruction in designing architectural struc-tures; analyzing and using various types and colors of floor, wall, andceiling coverings; windows and doors; acoustical materials; functionalfurnishings; electrical, heating, cooling, and other outlets; and inassessing costs related to design and furnishings.

17765-10

Industrial Production Technologies. A group of instructional programs thatprepare individuals to supervise industrial processes or to support engi-neers, scientists, and other professionals who are employed by industry.Programs describe the mechanical, scientific, or technical aspects of avariety of industries, including chemical, mznufacturing, food processing,forest products, marine products, plastics, and textiles.

Chemical Manufacturing Technology. An instructional program that pre-pares individuals to support chemists in the chemical-manufacturingfields. Includes instruction in material handling, crushing, grindingand sizing; extraction, distillation, evaporation, drying absorption,and heat transfer; and assisting in design, installation, and operationof pilot plants for chemical-manufacturing processes.

Food Processing Technology. An instructional program that preparesindividuals to assist food chemists and food-processing engineers inprocessing raw foodstuffs into marketable food products by selectingand grading raw materials, and by industrial processes for extracting,converting, drying, freezing, preserving, canning, pickling, smoking,radiating; chemically treating, and packaging products. Includes in-struction in the basic sciences and supporting mathematics of chemistry,microbiology, and physics as they relate to food processing, and in theprocesses, equipment, sanitation, inspection, handling procedures andtechniques, process control and scheduling, product storage, shippingand cost analyses of alternative processes in the industry as appliedto specific products and localities.

Industrial Technology. An instructional program that prepares individ-uals to assist an industrial engineer in production and planning; de-sign and installation of integrated systems of materials, equipment,and personnel; and measurement, testing, and management of quality con-trol in the manufacturing, transportation, assembly, installation, andoperation of processes and products. Includes instruction in the op-erating of testing equipment (destructive and nondestructive), measuringdevices, specification reading, and design and measurement for levelsof tolerance compatible with overall production specifications.

Manufacturing Technology. An instructional program that prepares in-dividuals to technically assist in the optimization of the design, con-struction, and application of machinery tools, equipment, and processesused in the production of goods.

Marine Products Technology. An instructional. program that preparesindividuals to supervise processing of marine products, including sea-weed, non-vertebrate and vertebrate marine products. Includes instruc-tion in the anatomy and identification of marine products; the construc-tion, mechanics, and operation of equipment; procedures, techniques,and sanitation aspects of processing, including refrigeration and

65-111 73

chemical preservation; safe working practices; sanitation and inspection;and potential chemical, biological, or bacteriological problems encountered,including any pathological condition of the product during processing.

Optical Technology. An instructional program that prepares individualsto grind lenses from optical glass or from modern plastic, according toengineering specifications or optometrist prescriptions. Includes in-struction in the science of optics, optical glass, and plastics used inoptics; optical design and drawing; machinery, materials, and techniquesrequired for production of optical lenses; and in the polishing of lensesor optical elements for mounting in eyeglasses or holding devices.

Plastic Technology. An instructional program that prepares individualsto support plastic design engineers, scientists, managers, or entrepreneursin the application, production, and fabrication of plastic products. In-cludes instruction in the chemistry and applied engineering sciences relatedto thermosetting, pressing, forming, molding, and producing of fiberglassor other plastics; drawings for dies, form molds, or plastic assemblies;molding, extruding, jointing, finishing, inspecting, and controlling thequality of the products; packaging for shipment or storage; and hazardsassociated with production and design.

1

./

65-12

APPENDIX C

Overview of Principles of Technology

66

c

(.,

/OVERVIEW OF PRINCIPLES OF TECHNOLOGY- .

FORCE TRANSFORMERS

IPOWER1

t1

ENERGY j

FORCE

FIRST YEAR

RADIATION

TRANSDUCERS

ENERGYCONVERTORS

WAVES

HMOMENTUM

SECOND YEAR

oeuNass at66 -1 - 3 4if.- .

181

. UNIT 1FORCE

FORCELIKE QUANTITIES. CAUSE MOVEMENT OF MASS, CHARGE OR ENERGY

MECHANICAL

TRANSLATIONAL EOM CAUSES LINEAR

DISPLACEMENT OF MASS

ROTATIONAL TORQUE CAUSES ANGULAR

DISPLACEMENT OF MASS

FLU ID

ELECTRICAL

THEMAL

PRESSURE DIFFERENCE CAUSES

DISPLACEMENT OF VOLUME OF FLUID

VOLTAGE DIFFERENCE CAUSES.

DISPLACEMENT OF CHARGE

TEMPERATURE DIFFERENCE CAUSES

DISPLACEMENT OF HEAT ENERGY

18266-3

7-17------7--:"1--

WORK RESULTS

THE UNIFYING

WORK DONE

WORK

MECHANICAL

TRANSLATIONAL

ROTATIONAL

ELifill

ELECTRICAL

UN IT 2

WORK

WHEN A FORCELIKE QUANTITY CAUSES A DISPLACEMENT.

EQUATION FOR WORK IS -.

= ENERGY TRANSFERRED

= FORCELIKE QUANTITY X DISPLACEMENTLIKE QUANTITY

WORK = FORCE X DISPLACEMENT

WORK = TORQUE X ANGLE OF ROTATION

WORK = PRESSURE DIFFERENCE X FLUID VOLUME

DISPLACED

WORK = VOLTAGE DIFFERENCE.i CHARGE TRANSFERRED

1 g :'366 -5

4-

UNIT 3RATE

RATE IS THE RATIO OF THE CHANGE IN A DISPLACEMENTLIKE

QUANTITY TO THE TIME REQUIRED FOR THAT CHANGE,

THE UNIFYING EQUATION FOR RATE IS -

RATE = DISPLACEMENTLIKE- QUANTITY

ELAPSED TIME

MECHANICAL

MITRANSLATIONAL VELOCITY = DISPLACEELAPSED TIME

ACCELERATION = CHANGE IN VELOCITYELAPSED TIME

ROTATIONAL ANGULAR VELOCITY = ANGULAR DISPLACEMENT

ELAPSED TIME

ANGULAR ACCELERATION = CHANGE IN ANGULAR VELOCITY

ELAPSED TIME

ED

ELECTRICAL

THERMAL

VOLUME FLOW RATE = VOLUME DISPLACEDELAPSED TIME

MASS FLOW RATE = MASS DISPLACED

ELAPSED TIME

CURRENT = CHARGE TRANSFERREDELAPSED TIME

HEAT FLOW RATE = HEAT ENERGY TRANSFERREDELAPSED TIME

66-7

UNIT 4RES I STANCE

RESISTANCE IS AN OPPOSITION TO MOTION AND CAUSES MOTION

TO EVENTUALLY CEASE IF NO FORCELIKE QUANTITIES ARE PRESENT

TO SUSTAIN IT.

THE UNIFYING EQUATION FOR RESISTANCE IS -

RESISTANCE = FORCELIKEQUANTITYRATE

MECHANICAL

UNLIKE OTHER FORMS OF RESISTANCE, FRICTION IS NOT DEPENDENT

UPON RATE.

FRICTIONAL FORCE = COEFFICIENT OF FRICTION X NORMAL FORCE

FLUID

ELECTRICAL

THERMAL

DRAG RESISTANCE . DRAG FORCESPEED

FLUID RESISTANCE = PRESSURE_DIFFERENCE

FLOW RATE

ELECTRICAL RESISTANCE = VOLTAGE DIFFERENCE = VOLTAGERATE CURRENT

THERMAL RESISTANCE - TEMPERATURE DIFFERENCEHEAT FLOW RATE

THE ENERGY USED TO OVERCOME RESISTANCE IN MECHANICAL, FLUID,

AND ELECTRICAL SYSTEMS IS CONVERTED INTO HEAT

66-918 5

UNIT 5ENERGY

POTENTIAL ENERGY ISTHE ENERGY OF POSITION. KINETIC ENERGY IS

THE ENERGY OF MOTION. THE FOLLOWING ARE EXAMPLES OF POTENTIAL

AND KINETIC ENERGY'

MECHANICAL

POTENTIAL ENERGY

GRAVITATIONAL E = mgh

SPRING EP = 1/2 kd2

KINETIC ENERGY

TRANSLATIONAL EK

= 1/2 mv2

ROTATIONAL EK

= 1/2 Iw2

FLUID,

GRAVITATIONAL POTENTIAL ENERGY EP = (pV)gh 2 mgh

KINETIC ENERGY EK

= 1/2(pV)v2 = 1/2 mv2

ELECTRICAL

POTENTIAL ENERGY STORED IN A

CAPACITOR C AND INDUCTOR L

EP = 1/2 Cv2

E = 1/2 LI2

DERMALTHERMAL ENERGY IS THE TOTAL KINETIC ENERGY OF MOVING

MOLECULES

THE PRINCIPLE.OF CONSERVATION OF ENERGY STATES THAT THE FORM OF

ENERGY MAY BE CHAAED BUT ENERGY CAN BE NEITHER CREATED NOR

DESTROYED. THE TOTAL ENERGY OF A CLOSED SYSTEM IS CONSTANT.

1R366-11

UNIT 6POWER

POWER IS THE RATE OF DOING WORK. THE UNIFYING EQUATIONS OF POWER ARE -

POWER = WORK (ENERGY) OR POWER = FORCELIKE QUANTITY X RATETIME ELAPSED

MECHANICAL

TRANSLATIONAL POWER = MECHANICAL WORKTIME

POWER = FORCE X SPEED

POWER = MECHANICAL AIRKTIME

POWER = TORQUE X ANGULAR SPEED

ROTATIONAL

ELECTRICAL

THERMAL

POWERFLUID WORK

TIME

POWER = PRESSURE X FLOW RATE

POWER = ELECTRICAL WORKTIME

POWER = VOLTAGE X CURRENT

POWER = NEAT ENERGYTIME

1S766-13

UNIT 7FORCE TRANSFORMERS

FORCE TRANSFORMEkS ARE DEVICES THAT TRANSFORM FORCELIKE QUANTITIES

.AND DISPLACEMENTLIKE QUANTITIES. THE UNIFYING EQUATION FOR IDEAL

FORCE TRANSFORMERS IS -

ENERGY IN = ENERGY OUT

OR

INPUT FORCELIKE QUANTITY X INPUT DISPLACEMENTLIKE QUANTITY =

OUTPUT FORCELIKE QUANTITY X OUTPUT DISPLACEMENTLIKE QUANTITY

MECHANICAL

TRANSLATIONAL FORCE IN X DISPLACEMENT IN = FORCE OUT X

DISPLACEMENT OUT

ROTATIONAL TORQUE IN X ANGULAR DISPLACEMENT IN =

TORQUE OUT X ANGULAR DISPLACEMENT OUT

MID

ELECTRI CAL

PRESSURE IN X VOLUME DISPLACEMENT IN =

PRESSURE OUT X VOLUME DISPLACEMENT OUT

VOLTAGE IN X CURRENT IN =

VOLTAGE OUT X CURRENT OUT

THE CONCEPT OF FORCE TRANSFORMERS IS NOT APPLIED

TO THERMAL SYSTEMS.

66-11

188-

UNITNO.

UNITSUBJECT

MECHANICAL

SUBUNIT

FLUID ELECTRICAL THERMAL

NO.OFTEACHER

DEMOS

NO.OFSTUDENT

LABS

I FORCE N./ N./ N./ 4 8

2 WORK N./ N./ 3 6

3 RATE N./ N./ N./ 4 8

4 RESISTANCE N./ N./ N./ 4 8

V5 ENERGY ..- N./ N./ 4 8

6 POWER N./ N./ 3 6

7 FORCE TRANS. N./ N./ 3 7FORMERS

TOTAL 28 51NUMBER

C

4L.

rINIMPIUNCIIPPLAIS

EQUIPMENT UST FOR YEAR ONE

CONSISTS OF 111 ITEMS

LISTS 90% To 95% OF ALLEQUIPMENT NEEDED FOR STUDENTLABS

- 21 ITEMS (OR 19%) ARE USEDIN ONE LAB

- .16 ITEMS (14%) ARE USED INTEN OR MORE LABS

- 44 ITEMS (40%) ARE USED INFOUR OR MORE LABS

- 54 ITEMS FROM YEAR ONE WILLBE USED AT LEAST ONCE INYEAR TWO

COST ESTIMATE FOR 1 LAB STATIONTHAT CAN ACCOMMODATE ALL 51 LABS

$5.200 To $5.400

COST ESTIMATE FOR ADDITIONALDEMONSTRATION EQUIPMENT FOR ALL28 DEMONSTRATIONS

$1,100 To $1.300

Mir

WHAT MATH SKILLS ARE NEEDED

FOR

PRINCIPLES OF TECHNOLOGY

19266-21

EMATH SKILLS FOR STUDENTS

PERCENTAGES

FRACTIONS TO DECIMALS

DECIMALS TO PERCENTAGES

HANDLING FRACTIONS

ADD AND SUBTRACT

MULTIPLY AND DIVIDE

SCIENTIFIC NOTATION

BASE TEN

NUMBER TO POWER-OF-TEN

POWER-OF-TEN TO NUMBER

ADD, SUBTRACT, MULTIPLY, DIVIDE WITH POWER-OF-TEN NUMBERS

LEARN/USE METRIC PREFIXES

USE ELECTRONIC CALCULATORS

DRAW TO SCALE/INTERPRET SCALES

GIVEN A SCALE UNIT, DRAW A GIVEN QUANTITY (15 POUNDS, EAST;

20 MPH, NORTH) TO THAT SCALE,

GIVEN A PHYSICAL QUANTITY DRAWN TO A ,G1VEN SCALE, OBTAIN

MAGNITUDE/DIRECTION OF GIVEN QUANTITY.

.19 3

66-23

MATH SKILLS FOR STUDENTS

GRAPHING

GIVEN DATA, DRAW GRAPH

GIVEN GRAPH, READ OFF DATA

LINEAR VARIATION

NON-LINEAR VARIATION

HANDLING NUMBERS WITH UNITS

AREA = 4 FT2

VOLUME = 6 cm'

CIRCUMFERENCE = 2 INCHES

ANGLE = 3.14 RADIANS

SPEED = 20 M/SEC

PRESSURE = 14.7 PSI

LENGTH MEASURE

LINEAR MEASURE (ENGLISH/METRIC)

FRACTIONAL DIVISIONS

READ LINEAR SCALES

READ COMPRESSED SCALES

SELECT FROM AMONG MULTIPLE SCALES (E.G., MULTIMETER SCALE!

CIRCULAR MEASURE (ENGLISH/METRIC)

PERIMETER

ARC LENGTH

CIRCUMFERENCE (C = UR)

ESTIMATE READINGS

19466-25

MATH SKILLS FOR STUDENTS'

ANGULAR MEASURE (DEGREES/RADIANS)

USE A PROTRACTOR

READ/DRAW ANGLES IN DEGREES

CONVERT DEGREES TO RADIANS

CONVERT RADIANS TO DEGREES

AREA_MEASURE/UN1TS

SQUARE: A = L 2

RECTANGLE: A=LXW,2

CIRCLE: A = 1R2 =4

m 0.7854 D2

1TRIANGLE: A 02

B X A

YOLIANEffailE

BOX: V=LXWXHCYLINDER: V = sR2 X H

BPHERE: V3

CONVERT UNITS

10 FT2 To ? IN2

10 FT2 144 12 = (10 X 144) ( IN2) = 1440 IN 2

1 FT

20 kg TO ? gm

20 kg X 1122qmg Air

(20 x 1000)(ACIAT4 = 2 X le gmk

66-27

195

1


LEARILALEMMIALititdana

DIST = (SPEED)(TIME) %ACC )(TIME )2

= x sec" 4. x ---FTFTFT

-Bar 2

FT m FT + FT

FT m FT (CHECK!)

WORD EQUATIONS TO SYMBOL NOTATION

PRESSURE = F4RC E

AREA A

KINETIC ENERGY = ONE-HALF MASS TIMES SPEED SQUARED

KE = MV22

DIRECT SUBSTITUTLONS LK EQUATIONS

TORQUE = FORCE X LEVER ARM

T=F XLT = 40 LB X 2 FT = (40 X 2) LB FT = 80 LB °FT

FORCE m PRESSURE X AREA

F= PxAF = 40 -LI x 2 tm2 = (40 x 2) (LB') = 80 LB

IN2 .1re

DRAG RESISTANCE . DRAG FORCESPEED

FRD m

p17

s

{

20 m . 20 m s 0 0.5 N

40 1 40 1 m Ms

66-29 19


REARRANGE SIMPLE EQUATIONS TO ISOLATE A VARIABLE

F=PXAR s "

1KE

2MV

2

RATIO/PROPORTION

SOLVE FOR P; SOLVE FOR A

SOLVE FOR AV; SOLVE FOR I

SOLVE FOR V

DEFINE/DISCUSS MEANING OF RATIO: OR A:8B

DEFINE EQUALITY OF TWO RATIOS (PROPORTION):

A

BOR A:B C:D

RIGHT-ANGLE TRIGONOMETRYa

SIN A =C

bCOS A =

c

TAN A = a

ba2 b2 c2

USE CALCULATOR

LOGS/EXPONENTS

BASE 10

BASE a

/ s 10 a-GX

-I Los* C1-)X I 0 66-31

197

eMATH SKILLS FOR STUDENTS

SIGNIFICANT FIGURES (ROUGHLY)

P n E = 10.2 N n 4.386757154 -IA 2.32518 m2 m2

= 11,3VM2

PRACTICE READIN6/SOLVIN6 'STORY PROBLEMS'

WORK SIMPLE STORY PROBLEMS THAT REQUIRE SEVERAL CALCULATIONSTO GET FINAL ANSWER

AVA. 1 = -. (CALCULATE CURRENT FROM VOLTAGE AND RESISTANCE)

R

B. 0 = Ix* (CALCULATE CHARGE MOVED FROM CURRENT AND TIME)

66-.33

I q S

APPENDIX D

RESOURCES

1. Curriculum Guides and Bulletins2. Related Textbooks and Laboratory Manuals3. Films, Filmstrips, Slide/tape Programs,

Transparencies, Videotapes4. Professional OrganizationsS. Government Agencies6. Industry7. Journals

67

APPENDIX D 1

1. La. State Department of Education, Physical Science Curriculum Guide - Bulletin 1644. 1984. La. Departmentof Education, Baton Rouge, LA.

2. La. State Department of Education, Physics Curriculum Guide - Bulletin 1661. 1984. La. State Department ofEducation, Baton Rouge, LA.

3. La. State Department of Education, Basic Electricity/Electronics (Industrial Arts), Bulletin No. 1724.

4. La. State Department of Education, Advanced Electronics (Industrial Arts), Bulletin No. 1778. 1986.

5. Michigan State Board of Education, Robotics (Michigan Industrial Arts Curriculum).

6. La. State Department of Education, Power/Energy (Industrial Arts), Bulletin 1723.

7. La. State Department of Education, General Safety Manual for Vocational Technical Ed. and Industrial

200

Arts Programs, Bulletin No. 1674. 1982.

68

4, 1nr.-

a

Audiovisual Suppliers, continued

BFA-Ealing Corporation2211 Michigan AvenuePost Office Box 1795Santa Monica, California 90406

BFA-Ealing Corporation2211 Michigan AvenuePost Office Box 1795Santa Monica, California 90406

Beckman Instruments, Inc.Attention: New Dimensions2500 Harbor BoulevardFullerton, California 92634

Coronet Films65 East South Water StreetChicago, Illinois 60601

Education Audio-Visual, Inc.Pleasantville, New York 10570

Encyclopaedia BritannicaEducational Corp.425 North Michigan AvenueChicago, Illinois 60611

Educational Space Science Resource Center2719 Airline Drive NorthBossier City, Louisiana 71111(318) 746-7754

2

69

International Communication Films1371 Reynolds AvenueSanta Ana, California 92705

John Wiley and Sons, Inc.605 Third AvenueNew York, New York 10016

KalmiaDepartment ClConcord, Massachusetts 01742

Lansford Publishing Co.Post Office Box 87111088 Lincoln AvenueSan Jose, California 95155

McGraw-Hill FilmsCRM/McGraw-Hill110 15th StreetDel Mar, California 92014

Modern Learning Aids1212 Avenue of the AmericasNew York, New York 10036

Modern Talking Picture ServiceSt. Petersburg, Florida

APPENDIX D 3

Professional Organizations

Aviation Maintenance FoundationPost Office Box 739Basin, Wyoming 82410

Association of Home Appliance Manufacturers20 North Wacker DriNeChicago, Illinois 60606

Automotive Service Industry Association230 North Michigan AvenueChicago, Illinois 60601

American Vocational Association2020 N. 14th StreetArlington, Virginia 22201

American Public Power Association2000 Virginia Avenue, N.W.Washington, D.C. 20037

A local electrical company or alicensed electrician

Airline Pilot# Association International1625 Massachusetts Avenue, N.W.Washington, D.c. 20250

International Association of Machinistsand Aerospace Workers1300 Connecticut Avenue, N.W.Washington, D.C. 20036

203

Air Line Pilots Association, International1625 Massachusetts Avenue, N.W.Washington, D.C. 20036

American Astronomical Society211 Fitz Randolph RoadPrinceton, New Jersey 08540

National Association of Broadcasters1771 North Street, N.W.Washington, D.C. 20036

(Public and Private Agencies)

70

American Petroleum Institute2101 L Street, N.W.Washington, D.C. 20037

Citizen Energy Project1110 Sixth Street, N.W.Washington, D.C. 20001

American Academy of Forensic SciencesSuite 501, 11400 Rockville PikeRockville, Maryland 10852

American Federation of Musicians1500 BroadwayNew York, New York 10036

2r4

Opticians Association of America1250 Connecticut Avenue, N.W.Washington, D.C. 20036

American Institute of Physics335 East 45th StreetNew York, New York 10017

National Institute of Uniform Licensingof Power Engineers176 West Adam StreetSuite 1914Chicago, Illinois 60603

National Science Teacher's Association1742 Connecticut Avenue, N.W.Washington, D.C. 20009

205

71

Professional Photographers of America, Inc.1090 Executive WayDes Plaines, Illinois 60018

Piano Technicians GuildPost Office Box 1813Seattle, Washington 98111

American Trucking Associations, Inc.1616 P Street, N.W.Washington, D.C. 20036

International Technology Education Association1914 Association DriveReston, Virginia 22091

2"'"tyo

U.S. Department of EnergyDepartment of Marketing and EducationWashington, D.C. 20545

National Space Technology LaboratoriesBay St. Louis, MississippiNASA Films, publications

WPENDIX D 4

U. S. Government Agencies

72

U. S. Department of Energy Film LibraryP. 0. Box 62Oak Ridge, Tennessee 37830

2n7

Quality Control and Safety Technoloeies.

A grout of instructional programs

chat prepare individuals to support a variety of engineers and-industrial

managers.

Programs describe the mechanical, scientific, or technical aspects

of industrial production, occupational health, and quality control.

Occupational Safety and HealthTechnoloter.

An instructional program that

prepares individuals to work with safety engineere and managers in analyzing

working conditions in places of employment to ensure maximum safety to

workers and occupants.

Includes instruction in safety engineering prin-

ciples and science; related federal, state, and local legislation; pro-

cedures, practices, techniques, and methods used in analyzing all aspects

of working conditions in an employment establishment, including physical,

water, atmospheric, and other environmental elements which nay constitute

hazards; determination of potentially unsafe working practices; chemical

contamination of workers through the air they breathe; methods for cor-

recting unsafe conditions or preventing them; cost analysis of various

corrective measures for working conditions or practices on the job; capa-

bility in reading engineering drawings; and use of orthographic projection

practices in drawing, diagramming, or sketching safety devices or plant

layouts.

Quality Control Technology.

An instructional program that prepares in-

dividuals to support engineers or managers by utilizing the sciences of

measurement and quality control, quality design, production and inspection,

testing (both destructive and nondestructive), statistical sampling, and

mathematical probability as it relates co quality control in mass-pro-

duced items manufactured by modern production procedures and processes.

Includes instruction in the intensive study of the physical and related

engineering sciences And supporting mathematics related to material

testing devices; testing; inspection techniques; organization of systems

of quality control; statistical sampling; management of quality in manu-

facturing, transportation, assembly, installation, and operation; as-

surances of maximum accuracy or quality control in all phases of manu-

facturing; and utilization of all components and units in modern sophis-

ticated machine devices or systems.

Special study is required to under-

stand the operation of testing equipment (particularly nondestructive

equipment), measuring devices, reading of specifications, design and

measuring of tolerances to assure that a certain level of quality will

be met in producing a component, unit, or system.

Includes instruction

in the preparation of scientific or technical reports and in the develop-

ment of interpersonal skills required in the performance of tasks or

in the supervision of the work of others.

Safety Technology.

An instructional program that prepares individuals

to technically assist in the mainteftance of materials, equipment, and

personnel for industrial, commercial, and fire safety systems.

72- n

Textile Technology. An instructional program that prepares individualsto assist scientists, engineers, or managers in the textile industry orin related research, development, production, or servicing. Includesinstruction in the nature and characteristics of textile fibers; spinning, weaving, dyeing, mordanting, fireproofing and static arresting,testing of fibers for tensile strength, heat resistance, crease resiliency, and laundering; equipment and machines used in marking textiles; and textile production, packaging, storage, shipment, and uses.

Welding Technology. An instructional program that prepares skilledworkers at the technician level to understand, perform, and superviseor inspect a wide variety of welding processes. These include gaswelding, brazing, flame cutting, metallic arc welding (manual or automatic), metallic gas or inert gas welding of ferrous and nonferrousmaterials, resistance welding, and fusing of glass and plastics in awelding mode. Includes instruction in the applied physics and metallurgy of the various welding processes and techniques, the compositionand metallurgy of the various metals, the chemistry and physics of thewelding process, the shielding elements in the welding processes, andthe various types of equipment used to accomplish each process. Programs develop an elemental understanding of design for welding fabrication; an understanding of the elements of cost and economics of welding of various types; a knowledge of the methods of nondestructive inspection of welding and welded products; and an understanding of auxiliaryequipment used in the process, such as jigs, fixtures, and annealingequipment related to welding.

f) :)72-2

Mechanical and Related Technologies. A group of instructional programs thatprepare individuals to support and assist a variety of engineering profession-als, including aeronautical, agricultural, automotive, mechanical, electricaland electronic, architectural, chemical, civil, mining, and petroleum engi-neers. Programs describe the mathematical, mechanical, scientific, and tech-nical aspects of these engineering specialities.

Aeronautical Technology. An instructional program that prepares individ-uals to assist the aeronautical engineer in collecting research datarelevant to the operation of aircraft and the design, testing, and de-velopment of propulsion, control, and guidance of aircraft and aerospacevehicles.

Agricultural Equipment Technology. An instructional program that pre-pares individuals to assist agricultural engineers. Includes instructionin farm machinery, farm structures, and rural electrification.

Automotive Technology. An instructional program that prepares,individuaIsto support an automotive engineer in diagnosing normal or abnormal opera-tion and in maintaining and repairing automotive equipment. Includesinstruction in the installation, maintenance, operation, repair, adjust-ment or modification of automobiles, trucks, buses, and light industrialor farm equipment powered by gasoline, diesel, or turbine engines andequipped with electrical, hydraulic,.pneumatic, or mechanical controls.Also includes instruction in the use and calibration of diagnostic andtesting instruments and equipment.

Marine Propulsion Technology. An instructional program that preparesindividuals to support propulsion engineers, ship officers, and managersof marine units and fleets, or to work as manufacturers' representativesof marine propulsion units. Includes instruction in various marine pro-pulsion units and systems and their related controls; various fuels andfuel systems, and problems and hazards involved in their use; powercapacity of various units; the basic design, installation, operationand maintenance, and servicing of various marine propulsion units andsystems; the use and design of cooling systems; operational controls;cost efficiency of various alternative propulsion systems; and main-taining operation and service logs.

Mechanical Design Technology. An instructional program that preparesindividuals to assist a mechanical design or equipment-systems engineerin designing, detailing, producing, and testing machines, using appro-priate available materials, processes, techniques, and facilities.Includes instruction in drafting; strength of materials; manufacturingor fabrication procedures and practices; material testing; componentinspection; machine or unit operation; evaluation; basic physics andmechanics and the supporting mathematics; basic mechanisms; hydraulicsand pneumatics; quality control and testing; machine design; materials;specification. preparation; and technical reporting.

72-3

Mining and Petroleum Technologies.

A group of instructional programs that

prepare individuals to support and assist mining and petroleum engineers

and managers.

Programs stress specialized, practical knowledge related to

the mechanical, scientific, or technical aspects of mining and petroleum

engineering.

Coal Mining Technology.

An instructional program that prepares individ-

uals to assist mining engineers or managers or to assume responsibility

with a degree of independence in various aspects of mining operation.

Includes instruction in methods, equipment, processes, techniques, and

procedures employed in underground coal. mining or in strip mining; coal

beneficiation and conditioning for marketing; mapping and planning the

exploitation of a coal field; managing for safe mining operations; dis-

posing of mine waste; reclaiming strip -mine areas after coal has been

removed; testing and analyzing the quality of coal; measuring the levels

of impurities in air in mines and identifying the nature of the-impurities;

constructing, operating, and maintaining specialized machinery and equip-

ment; and planning for maximum exploitation of deposits of coal by the

most economical modern methods.

Mining (Excluding Coal) Technology.

An instructional program that pre-

pares individuals to work in a supportive role to mining engineers and

managers in the development and exploitation of metal or other mineral

ore deposits (excluding coal and other fossil fuels).

Includes instruc-

tion in elementary geology; mechanical drawing and drafting; mining

methods, both open pit and underground; surveying as it applies to plan-

ning the mining of a particular ore body; mining machinery; equipment

and methods used in drilling, blasting, conveying, hoisting, crushing,

and beneficiation; mine safety; environmental impact; production, storage,

and disposal of solid or liquid wastes; and collecting, screening, fil-

tering, drying, processing, storing, and shipping of finished ore.

Petroleum Technology.

An instructional program that prepares individuals

to assist in petroleum production; on-shore or off-shore exploring for

petroleum fields; seismic testing of promising geological formations;

drilling test wells; improving drilling technology; analyzing cores from

drilling; logging cores; collecting petroleum from producing wells; de-

livering oil to holding points or pipelines for transporting to re-

fineries; or capturing gas and retaining it in holding points for

marketing.

Includes instruction in the methods for increasing pro-

ductivity of oil fields; seismic exploration; sophisticated scientific

and production methods; instrumentation, machinery, equipment, tech-

niques, and processes used in obtaining and refining crude oil into

salable products; oil- or gas-well drilling; oil- or gas-well control

by use of drilling muds or other techniques; charting and diagraming

oil fields, oil wells, and pipelines; and designing refineries.

72-4

211

Allied Health, Diagnostic, and Treatment Technologies. A partial list ofinstructional programs that prepare individuals to assist a qualifiedhealth professional in providing diagnostic, therapeutic, preventive,restorative, and rehabilitative services. Many times in the health carefield a technician is expected and/or required to make minor repairs onhis/her equipment.

Cardiopulmonary Technology. An instructional program that preparesindividuals to perform a wide range of tests related to the functionsand therapeutic care of the heart-lung system; operate and maintain aheart-lung machine for extra-corporeal circulation; assist in cardiaccatheterization and cardiac resuscitation; and assist in the post-operation monitoring, care, and treatment of heart-lung patients.

Dialysis Technology. An instructional program that prepares individ-uals to provide dialysis and intensive care to patients in a renalservice, including cardiac monitoring, respiratory therapy, isolationprocedures, and adjustment and maintenance of dialysis equipment.

Electrocardiograph Technology. An instructional program that preparesindividuals to operate and maintain an electrocardiograph machine torecord electromotive variations in the action of the patient's heartmuscle. Includes instruction in making minor repairs.

Dental Laboratory Technology. An instructional program that preparesindividuals to make and repair restorative appliances required for theoral health of the patient, as prescribed by a dentist.

Nuclear Medical Technology. An instructional program that preparesindividuals to prepare and administer radioactive isotopes and tomeasure glandular and other bodily activity in therapeutic, diagnostic,and tracer studies, using a variety of equipment.

Electroencephalograph Technology. An instructional program that pre-pares individuals to operate and maintain the electroencephalographto measure impulse frequencies and differences in electrical potentialbetween the various areas of the brain to obtain data for the physicianto use in diagnosing brain disorders. Includes instruction in makingminor repairs.

72-5

2 ; 2

Broadcast Technicians. Broadcast technicians operate and maintain the elec-tronic equipment used to record and transmit radio and television programs.They work with microphones, sound and video tape recorders, light and soundeffects,Itelevision cameras, transmitters, and other equipment.

In the control room of the radio or television broadcasting studio, thesetechnicians operate equipment that regulates the signal strength, clarity,and range of sounds and colors in the material being recorded or broadcast.They also operate control panels that select the source of the materialsbeing broadcast. Technicians may switch from one camera or studio to another,from film to live programming, or from network to local. programs. By meansof hand signals in television and by use of telephone headsets, they givetechnical directions to personnel in the studio.

When events outside the studio are to be broadcast, technicians go to thesite and set up, test, and operate the remote equipment. After the broad-cast, they dismantle the equipment and return it to the station.

As a rule, broadcast technicians in small stations perform a variety ofduties. In large stations and at networks, on the other hand, techniciansare more specialized, although specific job assignments may change from dayto day.

Transmitter operators monitor and log outgoing signals and are respon-sible for operating the transmitter.

1aintengnce technicians set up, adjust, service, and repair electronicbroadcasting equipment.

Audio control engineers regulate sound pickup, transmission, and switching.

Video control engineers regulate the quality, brightness, and contrastof television pictures.

Recording engineers operate and maintain video and sound-recordingequipment.

Field technicians set up and operate broadcasting equipment.

Some technicians operate equipment designed to produce special effects, suchas the illusion of a bolt of lightning or the sound of police sirens, whenprograms originate outside the studio. The terms "operator," "engineer,"and "technician" often are used interchangeably in describing the above jobs.

72-62"I 0

Supervisory personnel with job titles such as chief engineer or transmissionengineer direct activities concerned with the operation and maintenance ofstudio broadcasting equipment.

Training, Other Qualifications, and Advancement

Federal law requires that anyone who operates broadcast transmitters in radioand television stations must have a restricted radiotelephone operator permitfor which no examination is required. A person who works with microwave or otherinternal radio communications equipment, however, must have a general radio-telephone operator license, issued after the applicant passes a series ofwritten examinations. These cover communications law and regulations, radiooperating practices, and basic communications electronics.

Technical school, community college, or college training in engineering orelectronics is the best way to prepare for a broadcast technician job, par-ticularly for those who hope to advance to supervisory positions or to themore specialized jobs in large stations and in the networks. High schoolcourses in algebra, trigonometry, physics, electronics, and other sciencesalso provide valuable background for a career in this occupation. Buildingelectronic hobby kits and operating a "ham" or amateur radio also are goodintroductions to broadcasting technology. Some persons gain work experienceas temporary employees while filling in for regular broadcast technicians whoare on vacation.

Broadcast technicians must have an aptitude for working with electrical and,mechanical systems and equipment. Manual dexterity - the ability to performtasks requiring precise, coordinated hand movements - is necessary for successin this occupation.

Entry level workers are instructed and supervised by the chief engineer, or byother experienced technicians, concerning the work procedures of the station.They generally begin their careers in small stations, operating the transmitterand handling o:her technical duties after a brief instruction period. As theyacquire more experience and skill, they are assigned to more responsible jobs.Those who demonstrate above-average ability nay move into top-level technicalpositions such as supervisory technician or chief engineer. A college degreein engineering is becoming increasingly important for advancement to super-visory and executive positions.

Related Occupations

Broadcast technicians need the electronics training and hand coordinationnecessary to operate technical equipment; they generally complete specializedpostsecondary programs, including courses in electronics and engineering.Others whose jobs have similar requirements include drafters, engineering andscience technicians, surveyors, air traffic controllers, radiologic tech-nologists, respiratory therapy workers, electrocardiograph technicians, electro-encephalographic technicians, and medical laboratory technicians.

72-7214

Technical Writers. An instructional program that describes the theory,methods, and skills needed for writing scientific, technical papers andmonographs.

Technical writers put scientific and technical information into readilyunderstandable language. They prepare manuals, catalogs, parts lists, andinstructional materials used by sales representatives to sell machinery orscientific equipment and for use by technicians to install, maintain, andservice equipment.

Technical writing requires a knowledge about specialized fields such aselectronics, mechanics, chemistry, or one of the other sciences. Relativelyfew technical writers enter the occupation directly from school. The major-ity work initially in areas of less responsibility. Some begin as researchassistants, editorial assistants, or trainees in a company's technical in-formation department. In time, these people may assume writing duties anddevelop technical communications skills.

72-8 2'5

New and Emerging Technical Careers. Many of tomorrow's jobs are here today.We call them emerging careers: occupations denanding new knowledge and newskills, and offering new and exciting opportunities for those who are readyfor them.

New careers are emerging so rapidly, and in some cases, changing so continu-ously, that it is not possible to present for each new field standardizedinformation on its advantages and disadvantages, education or training needed,working conditions, numbers of workers, typical earnings, or where the jobwill be located.

Robot Technicians

The robotics industry gives every indication of taking off and moving aheadas fast as the computer industry did a few years ago. Business analystspredict an annual growth rate of over 30 percent through the rest of thisdecade. Forecasters predidt robot sales will range from $214 to $500 milliona year for the next five years.

If the robot industry is to, continue its projected growth, it must have anadequate supply of robot technicians and engineers.

The frontiers for robots and microprocessor (minicomputer) industries havemoved beyond creating mechanical workers to creating machines that think.This artificial intelligence is attempting to duplicate some of the brain'sfunction with machines.

Changes in the manner in which goOds are produced and services are providedalso affect occupational and industrial employment. For example, as an in-dustry automates production (installs robots), the mix of workers is likelyto change, which in turn will have different effects on an occupation'semployment growth.

Technological change is expected to affect employment in many industries andoccupations through the mid-1990's. The increasing use of robots in auto-mobile manufacturing, for example, is one factor expected to limit employmentgrowth in that industry. The increasing use of word-processing equipmentwill limit growth of employment of typists. Despite widespread technologicaladvances, however, employment should continue to increase in most industriesand occupations during the 1980's and early 1990's.

The continued growth in the importance of technology to national defense,office work, manufacturing, and other activities is expected to cause muchfaster than average employment growth for technologists and technicians suchas legal assistants, programmers, and electrical and electronics technicians.The employment opportunities for technologists and technicians should increase30 to 49 percent between 1982 and 1995.

72-9 2 l 6

APPENDIX D 5Private Agencies

Martin-Marietta Aerospace Corp.Michoud Blvd.New Orleans, LouisianaGulf States Utilities Co.

Louisiana Power and LightWaterford 3 Power PlantTaft, Louisiana

Gulf States5554 Essen Lane446 North Boulevard (Main Office)Baton Rouge, Louisiana

Estes IndustriesPenrose, CO 81240Rockets, technical manuals

2 1 7

73

APPENDIX D 6

Journals

Industrial Education262 Mason StreetGreenwich, Connecticut C6830

School ShopBox 8623Ann Arbor, MI 48107

Science 87P. 0. Box 10790Des Moines, IA. 50340

21S

74

APPENDIX E

Principles of Technology: Equipment List

219

76

CORD /PT

ROSS03/01/86

PRINCIPLES 01 TECHNOLOGY: EQUIPMENT LIST

The following equipment list consists of three major sections. Thesesections are numbered below:

1. "Equipment List for Principles of Technology"This section contains the equipment for the hands-on labs. It has13 pages of information arranged in five columns. The first columnto the left gives the its number. The second column gives theitem name. The third column gives the number of its needed perset-up. Column four gives the desired specifications and a descrip-tion of the item. The last column indicates. Oat the item isof special design and therefore has a special db-fign sheet in thethird major section of this document.

2. "Principles of Technology: Demonstration Equipment"This section contains the equipment needed for the teacher demon-strations. It consists of 5 pages. Each page is divided into six -- --''-columns. These columns identify respectively: demonstration number,number of items needed, it name, description, item number thatcorrelates with the same item noted in the lab equipment list,and a designator that indicate* the item is of special design.

3. "Design Notes on Special Equipment"This section contains special design notes for special laboratoryequipment. It consists of 71 pages. These pages contain informa-tion on the special items of equipment needed for the 90 hands-onlabs. Rough drawings of the devices, parts lists, and sourcereferences are found in this section. (Special design itemsneeded in the teacher demonstrations are found in the teacher'sguide.)

EQUIPMENT COSTS

Based upon prices from 1984-85 catalogs, the cost for all equipmentneeded to conduct all 90 hands-on labs and all 49 teacher demonstrations is:.

$8,700 to $9,300 per set-up.

EXAMPLE:For a class of 20 (two students per lab station) or a class of 30 (three

students per lab station), ten lab stations would be needed. If two experi-ments are run concurrently during each lab period, only five sets of equip-ment will be needed. Total cost for five sets of equipment (10 stations perlab) will be:

$43,500 to $46,500.

MINIMS OF =NO=

2ZO76-1

CORD/PTROSS03/01/86

EQUIPMENT SOURCES

Throughout the pilot phase in the development of Principles of Technology(PT), there have been three principal equipment suppliers who have servedthe project nationwide. These suppliers are:

Company

BrodheadGarrett Company4560 East 71st StreetCleveland, OH 44105

Contact Person

Mr. George Bamberger, VP of Sales(216) 341-0248

Sargent-Welch Scientific Co. Mr. Bob Biesar, VP of Sales7300 North Linder Avenue (312) 677-0600P.O. Sox 1026Skokie, IL 60077

Scientific Labs. ISc. _ Mr. Tim Brown, President(713) 464-6068

Houston, TX 77280-3788

Other suppliers who were consulted in the preparation of the Principlesof Technology equipment list are:

Company

Allied Electronics*

Cambion Division ofMidland Ross Corp.

Central Scientific Co.

Dwyer Instruments

Edmund Scientific

Energy Concepts, Inc.

Hampden Eng. Corp.

Inotek

Knight Electronics

J.A. Noll Co.

Measurements Group, Inc.

Meredith Instruments

PLINC1713, OP TECIIMOLOUT

Address

401 R. 8th Street - Fort Worth, TX 76102

One Alewife Place - Cambridge, MA 02140

11222 Melrose Ave. - Franklin Park, IL 60131-1364

P.O. Box 373 Michigan City, IN 46360

101 East Gloucester Pike - Barrington, NJ 08007

3254 North Kilbourn Chicago, IL 60641

P.O. Box 563 - East Longmeadow, NA 01028

11212 Indian Trail - Dallas, TX 75229-3585

10730 Colewood Lane - Dallas, TX 75243

Box 312 - Monroeville, PA 15146

P.O. Box 27777 - Raleigh, NC 27611

6517 West Eva - Glendale, AZ 85302

221

CORD/PTROSS03/01/86

Northern Hydraulics, Inc. P.O. Box 1499 - Burnsville, MN 55337

Omega Engineering, Inc. P.O. Bcx 4047 - Stamford, CT 06907-0047

PCB Piezotronics, Inc. 3425 Walden Ave. - Depew, NY 14043-2495

Radio Shack* 500 One Tandy Center - Fort Worth, TX 76102

Stock Drive Products 55 South Denton Ave. - New Hyde Park, NY 11040

Trans-Tek, Inc. Route 83, P.O. Box 338 - Ellington, CT 06029

U.S. Plastics, Inc.

W.W. Grainger, Inc.* 1520 Round Table Drive - Dallas, TX 75247

These suppliers may be able to help you obtain certain equipment items.

* These companies have many stores or warehouses throughout the nation.

PLINCIPLZS Or TIICONOLMri

'476-3

!ITEMNO.

EQUIPMENT LIST FOR PRINCIPLES OP ACHNOLOGY

ITE2 NAME NUMBERper LABSTATION

SPECIFICATIONS ANDDESCRIPTONS

C 0 k. 7Ross3/01;

seebe-

low

H.D. SUPPORT STAND

Force Beam

SPRING BALANCE

CONTAINER

5.1

6

CHAIN

CORD

KEY CHAIN RING

7-8 IBASIC MEASUREMENTSET

7.1 Straightedge/ruler7.2 Protractor8.1 Caliper, vernier8.2 Caliper, bow

42 Meter stick

9 SPRING HOLDER JIG

9.1 Coil Spring

CLAMP SET13 C-type63 Tubing type

Tubing connector34 I Thermometer type

WEIGHT SET12 Slotted, lg cap

11 Weight hanger40 Slotted, sin. cap.

41 Weight hanger

14 HYDROMETER, SCALED

15 HYDROMETER

1

3

Self-supporting 6' tall x 36"wide

Solid wood 40"1 x 6"w x 3"twith six eyebolts

Large capacity 0 to 25 lb

1 One-gallon capacity for liq-uids or fine powders

2

3

1

1

1

1

1

1

40-lb test, 18" length

30-lb test, 24" length

One-inch diameter, steel

One plastic or woodOne plasticOne plastic or metalOne plastic or wood

I One wood w/brass tip, Eng /SI

Wood frame support w/roddrilled at one end for spring

One coiled spring such asfrom clutch or brake-pedal re-turn in car or light truck

One deep, two regular throatFour polycarbonate, steppedSix aircraft typeTwo hook-n-collar types

One sat consisting of 1-5 kg,1-2 kg, 2-1 kg, and 1-0.5 kg

One w/long hook of 1-kg wtOne sat w/1-500 gm, 5-100 gm;

1 ea SO gm, 10 gm, 5 gm, 1 gm;2 ea 20 gm, 2 gm; w/storage rack

One 50 gm hanger

Range 1.1 to 1.3 on scale

Pocket type using floatingcolored balls

Last column (*) indicates design sheets. 22376-5 PIINCZPLES Cif =PM=

EQUIPMENT LIST FOR PRINCIPLES OF TECHNOLOGY

ITEM ITEM NAME NUMBERNO. per LAB

STATION

SPECIFICATIONS AN)DESCRIPTONS

jiCiti86

I

seebe-low

16

BEAKER SETSmallLarge

1.

wmdliMIM=MIMmiliefmal .11110M14.

Four 600 ml graduated typesTwo 1000 ml graduated type

17 MANOMETER 1 U-tube, water/Hg type; I-mlong; w/traps; polycarbonate

17.1 Dye One 4 oz bottle for water17.2 Mercury One 500 gm bottle

18 PUMP Vacuum/pressure type, man4a1

20 AIR CHAMBER 1

ASSEMBLYTubing barbs Two, 1/2" thread to 1/4" nip-)

pl.. PVC or nylon22 Accumulator/ One made of PVC w/pipo tea

19 Tom SET 1

19.1 Small dint Two. 4-ft lengths 1/4v. x1/16" tygon or plastic

19.2 Large di,' Two. 4-ft lengths 1/2" (or3/4") x 1/4" tygon or plastic

19.3 Bubbls type One, 3-ft section tygon

Tuum AkApTia SET 1

Small fto medium Two, 1/4" to 1/2" diamSmall /to large Two, 1/4" to 3/4" diamMedina to large Two, 1/2" to 3/4" diamPVC Adapters Two, 1/2" to 1/4" NPT

21 PRESSURE GAGE 1 . Compound type, 0-30 psi and0-30" Hg w/ 1/4" NPT

23 MUL'EINETER, ANALOG 1 Such as a Simpson 260 or aTriplett 310

27 MULT1METER. DIGITAL 1 3 1/2 digit w/full DC and ACfunctions; 10-Megohm input Z andmust read 0.1 microamp & 0.1 mV

BATTERY SET 1

25 Dry cell Two. 6-volt lantern type25.1 Transistor One. 9-volt transistor type26 Wet cell One auto type PER LAB.

t 12

Last column ( ') indicates design sheets.

Of76-6

IR TICIIMILIOf

CORD/PTRoss3/01/86


ITEMNO.

ITEM NAME NUMBERper LABSTATION


Seebe-low

24

84

111

ELECTRICAL WIRESETUniversal leads

Wire segments

Magnet wire

1

One set, 14 to 16 AWG w/ endsand probes

One set of 18 to 24 AWG wirew/different lengths, ands strip-ped and tinned

One 1-1k spool 30 AWG coated

SWITCH SET 1

28 SPST, knife Two, 4 A @ 120 V53 SPST, push button One, NO-type, 4 A.@ 120 V69 DPDT, knife One, 4 A @ 120 V

30 LAMP, MINIATURE 2 Type 40, miniature screw base

29 LAMP BASE 2 For miniature lamps

THERMOMETER SET 1

31 1.i.g. scaled Two, dual scale -10 to 110 C32 1.i.g. blank Two. equal ranged 'Sites 31

33A HOT PLATE 1 750 watt rating, 80 cm square338 GAS BURNER 1 Optional. Bunsen or Fisher;

match to fuel gas available

35 SUPPORT STAND SET 1

35.1 Base Two for 13-mm threaded rods35.2 Clamp base One for 13-mm rods35.3 Threaded rods One each 1/2" (13-mm) diam by

36" long and 24" long35.4 90-deg clamp Two for 13-mm rods35.5 Adj. clamp One for 13-mm rods35.6 Unthreaded rods Four 13-mm diam x 24" long35.7 Ring clamp One needed if item 27 B used

36 THERMOCOUPLE 1 set Type-E, Chromel-constantan24 AWG wire 30" long wiplugs

CUP, STYROFOAM 3 16 to 24 ounce size

37 PULLEY SET 1

37.1 Single Three single sheave type37.2 Double Two double sheave. abreast or

tandem arrangement37.3 Triple Two triple sheave. abreast

or tandem arrangement37.4 Stepped One, withree different diam

Last column (*) indicates design sheets.

76-7225PIDICIPLI3 01 TIOINOIAGY

ITEMNO.

EQUIPMENT LIST FOR PRINCIPLES OP TECHNOLOGY

ITEM NAME

43 WINCH ASSEMBLYDisk

38

30

44).07

45

46

47

50

52

5).

Mount

WinchPulley

SPRING BALANCE SETSmallMediumLarge

MONOF/LAMENT LINE

PNEUMATIC CYL. SETLargeSmallBarbs

WEIGHT STAGE

WATER PUMP SETMotor

Pump

POWER SUPPLY

CONTAINER, LG FLUID

ELECTRIC MOTORASSEMSLYMotor

MountAccessories

STOPWATCH

NUMBER SPECIFICATIONS ANDper LAB DESCRIPTONSSTATION

1

CORD/PTRoss3/0i/86

344be-low

One, wood or metal w/10" diamand 0.5" thick grooved rim

One, wood board, 14" x 10" x(1 /2" to 5/8")

One, 112 ton cap manualOne, grooved 1" diam mounted

1 Dual scale type (Si/English)Range 0 to 2.5 N (0.5 lb)Range 0 to 5 N (1.0 lb)Range 0 to 20 N (4.5 lb)

1 J One roll, 25 yd of 10 lb test

1 Double-acting typesOne, w/6" stroke & 1.125 diemOne, w/4" stroke & 3/4" diemFour, nylon or brass threaded

tubing barbs for 1/4" id tubing

1 Aluminum disk attached toitem nos. 44 or 107

1

One, DC powered rated at12 V DC @ 10 A (or lees).One, wirated pumping capacity

of 300 gph (or greater)

1 Output 0 to 20 V DC @ 10 A w/front panel V & I meters, ACoutput optional_

1 5-gal plastic w/lid

1

Permanent magnet type, ratedat 12V DC @ 6 to 10 A

Wood construction, adjustable1 ea drive pulley, drum, &

shaft coupler

1 J Digital readout to 0.1 sec,w/2 functions (reg. & lap)

226Last column (*) indicates design sheets.

76-8P) .1

1

ITEMNO.


ITEM NAME NUMBER SPECIFICATIONS ANDper LAB DESCRIPTONSSTATION

54 SOLENOID ASSEMBLYSolenoidMount

55 CONVEYOR ASSEMBLY

56 BALANCE, TRIPLE-BEAM

57 STROBOSCOPE

58 WATER CHANNELASSEMBLY

59 AIR STORAGE TANK

60 PRESSURE REGULATOR

GAS ORIFICE.

ASSEMBLY62 Orifice body

61 Collection column

61.1 Water bath

65 OSCILLOSCOPEProbes

66 FUNCTION GENERATOR

67A DEWAR FLASK678 INSULATED CONTAINER

1

1

1 neededper 3

stations

CORWPTRoss3/01/86

seebe-

low

One, 12 V DC type w/1" pullOne, wood construction w/

three 5-way binding posts

Wood construction

Similar to MAUS model 2610

1 Adjustable flash rate 180 fpmto 10,000 fpm

1 Vinyl or metal rain gutter w/V-notched obstruction (weir)

1 Six gal w/pressure gage,brass manifold, shutoff valve,and 6-ft hose v/a quick.Connect-disconnect female coupler

1 0-30 psi suquick-connect maleconnector on input and brassoutput barb for I/4" id tubing

1

One machined acrylic w/4barbs (for 1/4" id tubing)

One, Plexiglass or acrylictube w/2" id & 13"-24" long

One, tray 4"-5"d x 6" x 9"1

1 Dual channel, 0 to 10 KHzTwo, XI/X10 type w/clip

1 0 to 10 MHz, 10 V (p-to-p)output into 600-ohms w/3 wave-forms (sine, square, sawtooth)

1 1.9 1. capacity w/12 cm id1 3 lb coffee can wrapped w/2"

styrofoam insulation


76-9

297

PRINCIPLES OP TECHNOLOGY

*

I rrrxNO.


rrEN NAME NUMBERper LABSTATION

SPECIFICATIONS ANDDESCRIPTORS

CORD / PT

Ross3/01/86

seebe-low

68A68B64

HEAT TRANSFERASSEMBLY SETConductor testerInsulation testerLamp socket

1

One insul board w/A1 slugTwo Al platesOne porcelain, standard

64.1 Heater One light bulb, 100 W

70 CONTAINER SET 1. For fluids, made of metalSmall Three, 1 lb coffee canLarge Two, 3 lb coffee can

FRICTION PLATE 1 *ASSEMBLY

71 Fixed One Al, 6" x 18" x 3/16"72 Movable One Al, 4" x 6" x 1/4" w/all

edges smoothed & rounded

AIR-FLOW ASSEMBLY 1

73 Tubs Plexiglass or acrylic 24" x2" id w/flow-control holes

74 Objects Throe different shapes w/cross-sectional area 70-80% ofair-flow tube

75 AIR-FLOW SYSTEM 1

75.1 Vacuum One 5-gal, 1.1 hp dry type75.2 Hose One, 6-ft x 2.5" wire rein-

forced plastic type75.3 Adapter One, 2.5" down to 2" id76 Duct tape One 20-yd roll canvas adhe-

sive, 2.5" to 3" wide

78 GARDEN HOSE SET 1

78.1 Large One 25' length of 5/8" to3/4" diam w/male & female conn

78.2 Small Two 25' lengths of 3/8" to1/2" diam w/male & female conn

97 PRESSURE GAGE TAP 2 PVC threaded tee, w/outputsmale/female/male, 3/4 diam

Gage adapter One male 3/4" thread to 1/4"female NPT

Teflon taps One roll teflon pipe seal

PLATFORM SCALE 1 Household "bathroom" type

FLOW RESTRICTOR SET 1 Each to be 4" X 4" size

Last column 0') indicates design sheets.

Iltheat.83 at TzamoLocr 76-10


ITIM ITEM MAHE NUMBER SPECIFICATIONS ANDNO. per LAB DESCRIPTONS

STATION

79 Plates

80 Filters

opt. MANOMETER, SLANTTUBE

81 SOLDERLESSBREADBOARD

RESISTORS SET82 Fixed assortment

82.1 Power type83 Variable

85 THERMAL PIPEASSEMBLY

85.1 Stoppers

86 Funnel

87 SPRING TESTASSEMBLY

91 HYDRAULIC FLOW &SHOCK ASSEMBLY

77 Valves

89 AIR MOTOR

89.1 Gage accessory

90 Stirringattachment

I

CORD / P*

Ross3/01186

seebe-

low

Seven metal w/different sizesof flow holes

Two sections, fiber type

Slant tuba WO" to 3" waterrange. Option: use U-tube

Plastic, 6.5" x 2.25" w/128terminals and 5 tie points/term

1/2 watt, 5Z tolerance of:1-10 ohm, 2-100 ohm, 2-560 ohs,1-1 kohm, 2-1.5 kohm, 2-2.5 kohm1-50 kohm, 1-1 Mohm, & 4-10 Mohm

One each 10 watt 50 & 100 ohmTwo each, 2 watt 30% tol.

0-10 kohm & 0-100 kohm. Make1 audio taper & other linear

Two copper pipe sections, Iinsulated and 1 uninsulated

Three rubber stoppers pertube w/one being a 1-hole type

One plastic type

Wood construction w/ springOption of two designs.

1 I PVC construction 1/2" to 3/4"pipe w/teess & flexible tubesection

One each ball & gate, PVC

1 Rated at 1/20 tip min w/ 1/4"input air lines and a 3/8" diamoutput shaft

One PVC 1/2" diem tee w/3 fe-male ends and 2 tubing barbadapters for 1/4" id tubing

One, w/sleeve coupler


76-11

22

rummis 01 TICINOLCGT

CORD/PTRoss3/01/86

EQUIPMENT LIST FOR PRINCIPLES OP TEOHNOLO41

ITEM ITEM NAME NUMBER SPECIFICATIONS ANDNO. per LAB DESCRIPTONS

STATION

88 FLYWHEEL ASSEMBLY

88.1 Drive belt

88.2 Frictiun brake

92 STRIP-CHARTRECORDER

93 ROTAMETER

94 SPECIFIC HEATSAMPLE SET

95 Tongs

98 WATT-HOUR METERASSEMBLY

98.1 Watt-hour meter98.2 Line volt monitor

98.3 Circuit breaker98.4 Mult outlet strip

99 MOTOR-GENERATOR SET

100 W/NCH,"COME-A-LONG"

101 PIPE CLAMPASSEMBLY

102

103

GEAR SETSpur type

Worm type

1 Wood construction w/cast ironwheel 8"10" diem of 3-6 lb ofweight mounted on 1/2" diemshaft w/roller bearing support

One, flat belt (from sewingmachine or carpet sweeper)

One leather strap attached

1 forclass

1

1

2 perclass

1

Servo type w/4" wide chartand 1 Rohm input Z. Variableranges zed speeds

Air-flow meter w/range of180-1800 SCFB (Cu ft/hr)

3-metal cyl, each of samemass but different volume

One set w /iklsulated handles

One domestic typeOne panel voltmeter u /range

of 102 to either side of AC lineOne 30 A rated w/switchOne w/S or 6 outlets

seebe-low

Two identical assemblies w/fixed and rotating coils whoseconfiguration can be set viaexternal connections

1 1 ton to 1/2 ton capacity

1 3-ft long w/disk replacinghandle

1

A collection of 5 or 6 spurgears w/shafts and frame to bemounted on as per lab 7M3

One uorm screw driving awheel gear

2,1;0Last column (*) indicates design sheets.

panactrus 0? TECIDIOLOGY76-12

CORD/ PT

Ross3/01/86


ITEMNO.

IT NAME NUMBERper LABSTATION

SPECIPICAT/ONS ANDDESCRIPTONS

seebe-low

104 BELT DRIVEASSEMBLY

1 Wood construction w/2 steppeddrive pulleys at adj distances

104.1 Belt One V-belt for stepped pulley104.2 Drive belt One timing belt u/3em pitch

300 mm length, 9 mm wide104.3 Drive pulleys Double flange w/1-8.3 cm diam

& 1-14 cm diem or greater105 HYDRAULIC JACK 1 1 1/2 ton cap w/high pressure

gaga, 0 to 5000 psi*

106 PRESSURE STAGE 1 Steal construction w/springs

108 TRANSFORMER 1 Soft steal constructionASSEMBLY .

108.1 Coil for Four plastic or cardboardtubes, just large enough to fitover bolts in assembly

110 TRANSFORMER 1 One step-down center tappedw/115 V AC primary & 12.5 V AC@ 1 A secondary

I

END OF FIRST YEAR EQUIPMENT REQUIREMENTS

200 IMPULSE MEASUREMENTASSEMBLY

1 Consists of frame, impactplata, spring, rod, and guide

201 MOMENT OF INERTIAASSEMBLY

1 Rotating rod w/movablaweights

202 FLUID MOMENTUMASSEMBLY

Two flexible hose sectionsw/90-degree PVC elbow

205 TORS/ON PENDULUMASSEMBLY

4-ft long steel rod w/crossarm assembly & movable weights

206 MECHANICAL SHOCK 1 Wood construction

ASSEMBLY

207

(VIBRATIONTRANSDUCERS

2 Piezoelectric w/frequencyrange of I Hz to 5 kHz & sensof 10 mV/g, linearity 11, andexcit of 18-28 V DC @ 2-20 mA

208 Battery One per transducer, such asBurgess type K15

207.1 BNC cables Two 4-ft long wtconnectors atboth ends minimum

Last column (*) indicates design sheets.FILDICTPLIS 01 TECERKILOGY

76-13

2:j .1

ITEMNO.

AN=


I'm NAME NUMBER SPECIFICATIONS ANDper LAB DESCRIPTONSSTATION

209

210

211

213213.1213.2

219

218

217

214

215

216

225

227

226

234

SPEAKER

MICROPHONE

RESONANCE TUBE

CAPACITORSSmall setLarge set

REFLECTOR

PHOTOMETER

FLOOD LAMP ASSEMBLY

WIND GENERATORASSEMBLYDuct fanFlow tubeOutput fanOutput assgmbly

ANEMOMETER

SOLAR CELL PANEL

FLUORESCENT FIXTURE

WATTMETER, AC

STEAM ENGINE

B/METALLIC STRIPASSEMBLY

CORD/PTRoss3/01/86

1 3" wide frac' range speakerw/1000-ohm CT transformer

1

1

Omnidirectional 30 Hz to15 kHz range w/4-10 V DC pwr

2" id x 2' long

Three 47 pP nonelectrolyticOne 10 ma electrolytic

Parabolic, 18" diam metal

Laser power meter type w/range 0.003 mW to 10.0 mW

Fixture w/reflector and lamprated at 300 W

seebe-low

1-10" diam w/300 cfm in flow7'-8' Length w/10" to 8" diamOne, 7" diam w/5 bladesWith 1.5 V DC motor, shaft, &

cradle to hold itams aligned

1 Slant-tube manometer cali-brated in wind speed

2

1

Each rated 6 V DC @ 50 mA

8 W to 15 W miniature can bebattery powered

1 1000 W range, or optionaldesign of POWER MEAS MODULE

Electrically heated w/outputflywheel

Linear strip w/ electricalcontacts, adjustable


animus 01 TOLOGY 76-14

2

ITV1NO.

CORD/PTRoss3101/86


ITEM NAME NUMBER SPECIFICATIONS AND- per LAB DESCRIPTONS

STATION

THERMOELECTRICMODULE ASSEMBLY

LOAD CELLASSEMBLYStrain gag.Output boardLoad memberConnecting cable

231 1PRESSURE MANIFOLDASSEMBLY

232 DIP CELL

233 LIQUID PLOWORIFICE ASSEMBLY

229 LVDTAccessory set

237 SOLID-STATETEMPERATURE SENSOR

236 PRT(Platinum Resis-tance Thermometer)

235 THERMISTER

238 SPECTROSCOPE

223 HV POWER SUPPLY

1 Two Al blocks drilled fortemp chambers; insulated bystyrofoam blocks; sandwichinga thermoelectric module

1

Two unbonded foil typeOne PC board wfbridge circuitOne PVC 2" slip-type couplerOne 3-ft long 4-conductor

wire

Wood and PVC construction

One electrical output WO to15 psi range

PVC construction w/inserts

DC-to-DC type w/1" rangeOne set as per lab 11E2

Probe w /temp to mV con-vertor and battery. Reads 1mV/degree C. at ice pta0 mV out

Probe w/100-ohm nominalresistance

Probe 3" long x 0.095" diamw/ nominal resistance of 2252ohms at 25 degrees C

1 Student type, hand-held w/diffraction grating and built-inwavelength scale

1 Spectrum tube power supplyw/spectrum tube holder


76-15

MEMERAS OP TICENOLOGY

Seebe-low

ITEMNO.

EQUIPMENT LIST FOR

ITEM NAME NUMBERper LABSTATION


SPEC/PICATIONS ANDDESCRIPTONS

CORD/PTRoss3/01/86

224224.1224.2224.3224.4224.5

SPECTRUM TUBE SETHydrogenHeliumNitrogenNeonMercury vapor

1

OneOneOneOneOne

222 LASER 1 Helium -Neon w/output power o0.48 to 0.7 mW.

239 RADIATION APPARATUSSET

1 Two or three cans of the samevolume and material but withdifferent external surfacecolors; blk, silver, & white

240 LAZY SUSANOPTICS TABLE

1.

Bearing One 3" diem "lazy susan" typoBase One wood, 1' x 11 s 5/8"Disk One heavy poster board, 17.5"

diem w/white matte finish

242 LENS SET 1 NOTE: FL MEANS FOCAL LENGTHPositive long FL One, plano-convex lens 33-mm

diem w/233-mm FLPositive short FL One, plano-convex lens 32-mm

diem w/58-mm FLNegative One piano- concave lens 35-mm

diem w/-53 mm FLCylindrical One, glass rod 2"-3" long x

3 to 4 mm diem

FILTER SET 1

241 Color set One set of 8 mounted 2" x 2"solid color slides

246 Polorized Two, mounted 2" x 2" filtersNeutral density One. 1/2" x 1" x 1/4" w/

optical density of 0.5 at 500 nmnominal transmittance = 32%

242.1 MIRROR SET 1 Flat. front-surface typeLg flat One 22ms x 22 mm x 5 mmSay flat One 8.2 mm diem x 1.5 mm

Last column ( *) indicates design sheets.MUSCIMAS arnomouxm

76-16 2 3`4

Seebe-low

CORD/PTRoss3/01/86


ITS[ ITEM NAME40. I

NUMBERper LABSTATION


see

::k242.2 BEAM SPLITTER SET 1 I

Mirror type One 25 mm x 38 mm x 3mm u/50% transmission & 50% reflect

Glass type One microscope slide

242.3 PRISM SET 1

Right Angle (PORO) One 19 mm x 19 mm x 25 mm,unaluminized

Equilateral One, 25 mm x 25 mm sizeDove One, 76 mm x 25 mm x 18 mmWedge Ons, 40 mm x 55 mm w/102

critical angle

244 DIFFRACTION GRATING 1 One, 2" x 2" mounted w/13,400 grooves/inch

243 SCREEN 1. One ground glass screen,89 us x 127 ma x 3.4 mm

250 FIBER OPTICS SET 1...

Cable One 5-m length of fiberoptics cable

251 LED/photo diode

Couplers

One pair of LED and photodiode detectors, IR type

One each, input and output

2:35

76-17

PRINCIPLES 01 TECEPOLCGT

CORD /PT

Ross03/01/86

PRINCIPLES OP TECHNOLGY: DEMONSTRATION EQUIPMENT

DEMONO.

i NUMBERof ITEMSNEEDED

ITEM NAME ITEM NO.in EQUIP.

LIST

Spe-cial

...ftIDK 1 Sponge

1 Meter stick 42

2 Spring balance scale Dual scale type w/5-lbrange

38

2 Suction cups Rubber, 2"-3" diam2 Cord 12"-18" length, 40-lb test 51 Paint can Gallon size filled w/sand1 SOCKET FIXTURE2 C-clamps 13

1 Torque wrench2 Connector clamp Aircraft type w/1.23" Max

expanded od for hose1 Masking tape One roll, 5/8" wide

1DF 1 Flow indicator2 Fluid containers 5-gal cap, 1 w/outlet at

bottom and 1 w/o outlet2 Tubing sections Tygon bubble type, 2 ft 19

2 to 4 Connector clamp Aircraft type w/0.7" saxexpanded od for tubing

1 Tubing clamp Polycarbonate pinch-off 63I. Lab jack Heavy-duty type2 Beakers One liter cap Pyrex1 Stopwatch 51

IDE 2 Batteries Lantern type, 1.5 volt2 , VON Analog volt-ohm-milliammeter 23

I"

Hook-up wire 18-24 AWG wire segments 4"& 6" long, 1-red, 1-black, &1-yellow insulation

2 Alligator clip Miniature type1 SPST switch Knife type 28

1DT 1 CONDUCTION BAR 14" x 1" x 1/2" wi5 holesmade of copper

i Bat plate 750 watt, 80 cm square 33A

1 Lab jack Heavy -duty type5 Nails "16-penny"1 Paraffin Two ounce amountI Thermo crayonI INSULATOR SHIELD

2DM 1 BasketballI Spring balance scale Dual scale type w/5-lb

range38

1 Block wood or brick

76-19

2 3 3'

IntrtiCIPLLS 0? TECHHOLCGY

.0b

CORD! PT

Ross03/01/86

PRINCIPLES OF TECHNOLGY: DEMONSTRATION EQUIPMENT

DEMONO.

NUMBERof ITEMSNEEDED

ITEM NAME

-------- --m.

ITEM NO.in EQUIP.

LIST

Spe-cial

1 Meter stick1 Cord 1-ft length, 40-lb test

2DF 2 Fluid container 5-gal cap (bucket) 501 Water pump Electric motor driven 461 Power supply AC/DC type 472 Hoses For connection to pump 19

......

2DE 1 Slotted weight set Small cap 402 C-clamps 13

2 VGX Analog volt-oh-milliammeter 231 Support stand 351 Pulley For support stand 371 Power supply AC/DC type 471 DC motor 52I Stopwatch 51

3DM 1 Toy car Windup or electric type1 Stroboscope 571 Stopwatch 51

1 Meter stick 421 DC Motor 521 6" diem disk For connection to motorI. Power supply AC/DC type 47

1 C-clamp 13

1 Masking tape One roll. 5/8" wide

3DF 1 Fluid container 5-gal cap, 1 w/outlet atbottom

1 Fluid container 5-gal cap (bucket) 50

1 Triple-beam balance 56

2 Beakers, large 1-liter size1 Stopwatch 51

1 Tubing clamp Polycarbonate pinch-off 63

3DE 2 Batteries Lantern-type, 6 volt 25

1 Lamp vibes° 6-volt1 SPST switch Knife type 281 VOM Analog volt-ohm-milliammeter 23

1 Oscilloscope 651 Function generator 66

3DT 3 CONDUCTION BAR 14" x 1" x 1/2" w/5 holes1 made of steel, 2 of copper

2 Hot plates 700 watt2 Lab jacks Heavy-duty type

PatrICIPLU 01 TICIBIOLOGY

76-22 3 7

CORD/PTRoss03/01/86


DEMONO.


ITEM NAME ITEM NO.in EQUIP.LIST

Spe-cial

8 Nails "16-penny"2 Paraffin Two ounce amount2 Stopwatches Si

4DM 1 Plate Al or steel, 18" x 6" x 1/4"2 Weights 1-lb lead bricksI Oil 1 oz of lubricating oil2 Cup-hook screws1 Spring balance scale Dual scale

rangetype w/5-lb 34

4DP 1 FLOW SHROUD w/mylar ribbon strips1 Auto air-filter1 Vacuum1 Manometer Slant-tube typeI Confetti Approximately 1 cup measure

4DE 1 DEMONSTRATION BOARD Board mounted w/4 differentwires. each w/ diff resistance

1 Power supply AC/DC type 47

2 DMM Digital multimeters 27

4DT 1 CHIMNEY ASSEMBLY Uses Cu pipe. insulation. &aluminum foil

1 Support stand 35

1 Bunsen/Fisher burner Butane torch optionalI Temp indicator strip Reversible type1 Thermo crayon set 70 to 100 degree C range

5DM 1 Plexiglass tube 2-ft long x.2" id 73

1 Weight hanger 50-gm for slotted weight set 41

1 Slotted weight set Small capacity set 40

3 Nails Roofing type1 Styrofoam board 2" x 4" x 14". dense type1 Cord 18" length. 40-lb test S

1 Masking tape One roll. 5/8" wide

STI 1 Air tank 6-gal size 59

1 Pressure regulator 0 to 30 psi 60

1 Air motor Fractional horsepower type 891 DC motor Permanent magnet type 52

1 Miniature lamp w/base 1.5 volt bulb1 Support stand 35

5DE 1 SPST switch. Knife type 28

1 Battery 6-V dry cell 25

76-21

2q3

PRINCIPLES 07 =BIOLOGY

.11

CORD/PTRoss03/01/86


DEMONO.


ITEM NAME ITEM NO.in EQUIP.

LIST

Spe-cial

1 Resistor, variable 0 to 20 ohms1 Resistor, fixed 821. Capacitor Nonelectrolytic, w/value of

5 -10 microfarads1. Power supply AC/DC type 471 Strip-chart recorder Servo type 921 AMY VOLT-DIVIDER CKT As described in Demo 5DE

,....

5DT 1 PIPE ASSEMBLY As described in Demo $DT1 Power supply AC/DC type 471 Strip-chart recorder Servo type 921 Pump Electric.motor driven '461 Thermocouple Type E w/ice pt ref junction 361 Fluid container 5-gal cap (bucket) 50

6DM 1 B.D. support stand I

1 Slotted weight sot Lane capacity 12I Weight hanger 1-kg size 11

I Cord 8-ft, 60 -Lb testI Pulley 37

I Meter Stick 421 I Masking tape1 Stopwatch 51 .

6DF 1 M.D. support stand 1

I Slotted weight set Small capacity 4d

1 Weight hanger 50 -gm size 41

I Cord 8-ft, 60-lb testI Pulley 37

1 Air tank 6-gal size 59

1 Pressure regulator 0 to 30 psi 50

1 Air motor Fractional horsepower type 89

1 RotameterI Masking tapeI Stopwatch 51

6DE I Power supply AC/DC type 47

1 Miniature Lamp vibes. 6-volt bulb 29 & 301 SPST switch Knife type 28

1 VOM or voltmeter 23I DMM or ammeter 27

1 Transparency Of a kilowatt-hour meter1 Resistor, variable 0 to 20 ohms

7DNL VARIOUS COMMON DEVICES THAT INCORPORATE LEVERS

PRINCIPLES Of =OWL=

76-22

21

CORD/PTRoss03/01/86


DEMONO.


ITEM NAME ITEM NO.in EQUIP.LIST

Spe-cial

7DMR 1 Power supply AC/DC type 47

1 DC motor Permanent magnet type 52

I Drive pulley 1.25" diem1 Stroboscope 46

1 Multi-step pulley 37.43 Rubber bands Broad heavy-duty typet short1 Support stand 35

7DP 1 Hydraulic jack 10S

7DE 1 Transformer 25-V ct step-down type1 Autotransformer4 DMNs 27

1 Resistor Power type 50 ohm, 30 watt1 "Pigtail" power cord

END OF FIRST YEAR DEMONSTRATIONS

2-076-23

PRINCIPLES OP TECONOLOCY

. ,

3/01/zo

Priaoles of TechnologyDESICN NOTES ON SPECIAL EQUIPMENT

Item Name: Heavy-Duty Support Stand Item No. 1

MATERIALS

2 - 90 degree elbows with 34 1/2" length of 5/8" to 3/4" diampipe between q92 - 6 ft long iron or steel pipes (5/8" to 3/4" diem) s2- 1/2" t x 3" w x 24" long boards2 - 5/8" t x 4" w x 36" long boards1 - 1" t x 4" w x 36" long board (item No. 1.1) qo3 - Eye bolts 02 - Adjustment pins qi)

76-25241

PRINCIPLES OF nazioLoa

Ross3/01,-

Principles of TechnologyDESIGN NOTES ON SPECIAL EQUIPMENT

Item Name: Spring Holder Jig Item No. 9

MATERIALS

1- 3 3/4" w x 5/8" t x 5" long plywood board2- 3 3/4" w x 5/8" t x 5 1/4" long plywood boards2 - 3 3/4" long x 5/8" radius quarter-round boards1 - Aluminum rod 1/2" diam x 12-14" long a)1 - Coiled spring (- automobile or truck clutch

pedal return spring) 4D

2t 276-27

PUINCIPLAS OF TWONOLOGY

CORD/PTRoss3/01/86


Item Name: Air Chamber Assembly Item No. 20

MATERIALS

2 - PVC, 1/2" diam pipe tees with threaded ports1 - PVC, 1/2" diam pipe 3" long ip2 - Tubing barbs, 1/2" NPT to 1/4" tubing2 - Tubing/hose clamps

Dem Oa 23

Accurdsighbritiord$41

Compewnd Nowaag*4 ria"MAg*

A)Tax.Rfc A,bp2*a Slip H SNP'

ANPr x IPec. oe.a. ,

* A allspice, Ica st ecFiastic Va*AsPr

;`;',Or Cemaio acedelalto.

Zen

76-29

A.

FRUCIPLIS Of MCEINOLOGY

CORD/PTROSS3/01/86


Item Name: Winch Assembly Item No; 43

MATERIALS

1 - Wood board, 10" W x (1/2" - 5/8") t x 14" long1 - Winch, similar to W.W. Grainger, type 286013 - Wooden disk, 10" daimeter x 1/2" thick1 - 1" diam grooved pulley

NOTE: It is important that the Winch be able to free-Wheelboth in and out and that input handle can be removedeasily. The handle Will be removed to allow theattachment of the disk.

The plywood disk should be grooved to receive the mono-filament line.

24476-31


CORD/PTRoss3/01/86

Principles if TechnologyDESIGN NOTES ON SPECIAL EQUIPMENT

Item Name: Weight Stage Item No. 45

MATERIALS

1 - 6" to 8" diam aluminum disk, 1/4" to 5/8" thick1 - Aluminum cylinder, 1" diam x 1" long /D

- Aluminum rod, 8" to 10" long x 3/16" diam, threaded atone end c

ORAwiNG NOT TO SCALE

ALUMINUM ROO 0

Note: The aluminum rod is to nelp

tne slotted weights stay

centered on tne stage.

245

76-33

PUINCIAES OF TICIVOLOGY

1

T

CORD/PTRoss3/01/86


Item Name: Electric Motor Assembly Item No. 52

MATERIALS

1 - 51- 41- 51- 3

1/2" w x1/4" w x1/2" w x1/2" w x

3/4"5/8"3/4"3/16"

t x 6 3/4" long solid wood board GDt x 4 1/2" long plywood boardt x 8" long solid wood board 0t x 5" long wood board

(cut diagonally in half) I)- Permanent magnet DC - 1/16 hp (or less) electric motorMotor should not exceed 8 amps at 12 V DC max

4 - Screw, washer, nut assemblies to fasted motor to board.1 - 12" diam carriage bolt with washers and wing nut1 - index pin

Additional materials to be available1 - 2" o.d. drive pulley for motor shaft (to accept 1/8" diam

round belts)1 - 1" to 2" diam x 1" width drum for motor shaft1 - 3/4" long piece of rubber tubing slightly smaller than

shaft diam to act as a shaft coupler.

O4:1-@

i

! rir)

i II

Ramo WILL PIVOTTO ALLOW OilmumnMOTOR ORIENTATION*

4104:}@

0-

MOTOR MOUNTEDTO THIS BOARD

76-2514 4 6

GRILL 3- 9/32" OIA HOLESTHROUGH EASE AS SHOWN

--wf 2. 3ra- 141

O

0 0WV 314"

PRINCIPLES 07 TECINOLOGY

Ross3/01/8c,


Item Name: Solenoid Assembly Item No. 54

MATERIALS

1 - 12 V DC solenoid with 3/4" pull a4 - Wood screws1 - Mounting frame of 2 - 6" x 4" x 5/8" thick plywood3 - 5-way binding posts (1 red and 2 black) D

Construction:Cut 2 plywood rectangles and mount together with solenoidand binding posts as shown in figure below.

76-37 4 7

PRINCIPLES OP moot=

COiRcs.3/01/86


Item Name: Conveyor Assembly Item No. 55

MATERIALS

2 - wood boards 2" w x 1/2" - 5/8" t x 18" long QD2 - Wood dowels 1" diam x 2 1/2" long 41 - Wood board - top surface covered with aluminum foil 0

1/4" t x 2 5/8" w x 10" long2 - Wood dowels 3/4" diam x 6" long 01 - Wood dowel with plastic straw (2 1/2" long)

1/8" diam x 4" long (Optional) g1 - 2" to 2 1/4" wide belt

NOTE: This belt can be a sanding belt or a section cut outof an automobile tire innertube.

1 - Continuous round drive belt with 1/8" diam

NAILr

NAIL

NAIL$

6" DIA INOODGROOVEDPULLEY SLEEVE

p- NAILCOPPER

Note: Be sure to use rtgla

graphite liberally ineach nail hole in boardsmarked "A".

Also, the copper pipe3/4" long x 3/16" id. actsas spacer and bearing. Itkeeps the grooved pulley fromdragging on the wood board.

76-39 243


CORD/PTRoss3/01/86


Item Name: Water Channel Assembly Item No. 58

MATERIALS

2 - Pipe clamps1 - vinyl plastic or rain gutter, 37" to 42" long x 4 1/2" wide

x 2 3/4" high. g- Wood board, 46" long x 5" wi4e x 5/8" thick ID

3 - PVC 90 elbows3 - PVC pipe sections1 - PVC control valve 4D

- Baffle and flow straighteners g1 - PVC pipa to hose coupling/connector (femile,hose connector

--male pipe connector) , ,

Assembly:The flow straighteners should be no less than 4" long x 2"tall x 1/16" thick to no more than 10" long x tall x1/16" thick. These should be glued across the bottom ofthe gutter and attached to run exactly parallel to the length.

2 4

76-41

PRINCIPLLS OP TECHNOLOGY

1

-,mRoss3/01.


Item Name: Gas Orifice Assembly Item No. 62

MATERIALS

1 Orifice plug, preferably brass4 - 1/4" NPT brass adaptors1 - Orifice body, plexiglass or acrylic plastic1 - Plexiglass tube 2" ID x 24" - 1/8" wall thickness recom-

mended. Tube should be drilled and tapped within 2" of thebottom to receive a 1/4" NPT tubing barb.

1 - 3" square glued to top of tube--drilled and taped for 1/4" NPT2 - 1/4" NPT tubing barb1 - Plastic tray 'or pan 4" - 5" deep with 6" wide x 9" long

dimensions

04Nrice Boo

Oak

(b, ,her

auntsnab

ADDITIONAL DATA AND INSTRUCTIONS ON BACK OF PAGE.

25g76-43


CORD/ PTRoss

PREPARATION OF ORIFICE BODY

Need 1 rectangular plexiglass rod 1/2" w x 3/4" h x 11/2"

1. Drill a pilot hole 1/8" diam through the length (1.5")ofthe block. The hole is not to be centered. This holeshould be located 1/4" from 3 sides of the face and 1/2"from the remaining side.

2. Counterbore with 3/16" diam completely through length.3. Drill and tap for 1/4" - 28 SAE from one end (End A)

to a depth of 9/10".4. Drill and tap for 1/4" - NPT from other end (End B)

to a depth of 2/5".S. Drill 2 pilot holes on the top 1/2" x 1 1/2" face with a

1/8" diem bit to a depth of 3/8". Port 1 should be0.375" from End A and centered on the 1/2" width. Port 2should be 0.300" from End B and centered on the 1/2" width.

6. Drill and tap for 1/4" NPT to a depth of 1/4" foreach port.

7. Use a #45 drill (0.082" diam) to drill a hole oa centerof Port 1 to intersect upstream chamber.

8. Use a #45 drill to drill a 63 degree angle to intersectdownstream chamber near orifice plug.

NOTE: Tubing barbs for 1/4". holes come with NPT thread, notwith SAE thread. Three of your ports have NPT, onehas SAE. Once the orifice:plug is installed you mayfind it necessary to insert an adaptor that wouldhave male 1/4" 28-SAE on one end and female 1/4" NPTon the other.

PREPARATION OF ORIFICE PLUG

Need brass rod 0.25" diam.

1. Run rod through die to thread for 28 turns per inch for adepth of 0.35".

2. Bore from end on center 1/8" diam x 0.25" deep.3. Counterbore with #97 drill (0.005" diam) to a depth of

3/32".4. Cut off rod to length of 0.3125".5. Clean 0.005" diam hole.

PRINCt712.1 07 ITZBNOLOGY 25176-44


Item Name: Heat Transfer Assembly Set

MATERIALS

CORD/PTRoss3/01/86

Item No. 68

For 68A (Used in Lab 3T1)

1 - 7 1/2" to 9" square x 1/2" - 5/8" thick plate1 - i" to 1 1/2" diam x 1" long aluminum cylinder2 - 1" x 3/4" strip of metal lee 'aluminum)1 - Lamp socket subassembly1 - Standard base 100 W light bulb qD1 - AC patch cord wired to the lamp socket subassembly

For lab 3T1, you should run the lamp at full voltage, fromthe power supply, for no more than 4 minutes. After 4 min-utes readjust the power supply AC output to approx. 20% offull setting. Note also that we now recommend the use of a100 watt lamp instead of the 600 watt heater.

MAKE NOTE OF THESE RECOMMENDATIONS IN YOUR TEACHER GUIDE

INFORMATION ON 68B ON BACK OF PAGE


25276-45

CORD/PRoss

MATERIALS

For item 68B (used in Lab 4T1)am.

2 - Aluminum plates, 3/16" thick x 8" wide x 8" longitems from 68A C , D , and F

2 - bolts, 3 1/2" long x 10-32 thread

NOTE: The upper aluminum plate will be untouched except for theedges being deburred and rounded to remove any sharpedges. The bottom aluminum plate will be prepared asshown below.

NOTE:

Once more, for this lab (4T1) we recommend:

1. Replace the 660 watt resistance heater with a100 watt light bulb.

2. Allow full voltage (110 v AC) to be applied forno more than 4 minutes.

3. After 4 minutes reduce the input voltage to 40%of full.

MAKE NOTE OF THESE RECOMMENDATIONS IN YOUR TEACHERS GUIDE.

PRINCTPULS Of TIMM=

76-462 5

CORD /PTROSS03/01/86


Item Name: Friction Plate Assembly Item No. 71 & 72

MATERIALS

1 - Lg. aluminum plate, 6" x 18" x 3/16", 01 - Sm. aluminum plate, 4" x 6" x 1/4", e2 - Minature eye screws1 - Wood board, 8" x 24" x 1/2" to 9/16" qD

AU edges eteurtel aviel

pc401,41 us(Tukcac"

X

- -Oa Fe4g,S,.

2 5 -;

76-47

PRINCIPLES OP TECHNOLOGY .7

CORD/r.Ross3/01/8b


Item Name: Air Flow Assembly Item No. 73

MATERIALS

1 - 36" long x 2" id tube, plexiglas2 - 4" x 4" squares, plexiglas with 1-2" diam hole drilled on

center in each,1/4" thick. a3 - Plow objects (item no. 74)

These objects are to be made of wood or plastic, 3-shapes.Each shape w/ the same cross-sectional diam (d).NOTE: The value (d) must be between 70% and 80% of the -

value of the cross-sectional diam of the un-restricted flow tube. Thus d = 1.4" to 1.6"

CONSTRUCTIONGlue squares at each end of

the tube so that holes in squarescoincide with that of the tube.

Squares should have a 3/8"diam hole drilled in one corner ofeach square and aligned to the sameside. These holes should bedrilled and tapped for set screws.

USE NOTE:

SETSCREW 1,

hSETSCREW

-31t6" 01A HOLESDRILLED AROUNDCIRCUMFERENCE

®

Use a spring balance (0-5 N range). Suspended it above airflow apparatus. The with a length of monofilament lineconnect the spring balance and drag objects.

255

76-49

PRINCIPLES OF TECENOLOGY


INDEXING

Item Name:' Flow Restrictor Set

MATERIALS

8 - 4" x 4" x 1/32" aluminum plates

HOLE

CORD/PTRoss3/01/86

Item No. 79

'11111"-RESTR ICTORPLATS

FLOWHOLE

CONSTRUCTIONEach of the 8 plates is identical except for the size of

the flow hole. The diam of the flow hole in each plate iscalculated to be a percent of the cross-sectional area of theunrestricted air flow device. The relationship of diam tothe percent of cross-sectional area is shown by the followingchart.

% of OPENAREA

DIAMETERMULTIPLIER

100% D90 0.95 D80 0.89 D70 0.84 D60 0.77 D50 0.71 D40 0.63 D30 0.55 D20 0.45 D

NOTE: The diam multipliebeen rounded off to onlythus the true percent ofresulting is in error byworst.

r has2 places,open area0.6% at

PRINCIPLES OW TECHNOLOG%

C011_ nRoss3/01/86

Princ.ples of TechnologyDESIGN NOTES ON SPECIAL EQUIPMENT

Item Name: Thermal Pipe Assembly Item No. 85

MATERIALS

4 - tubes, copper, 16" long x 1" diam2 - pipe tees, copper4 - pipe elbows, copper1 - thermal insulation 34" long tube for 1" diam pipes1 - wood mounting stand

THIS VERTICAL BOARDS MOSTVITAL ROLE IS AS AHEAT SHISLD

UNINSULATEDPIPE SECTION

WOODMOUNTINGSTAND

INSULATEDPIPE SECTION

2r".1

76-53

PRINCIPLES OF TECILHOLOGY

CORD/PTRoss3/01/86


Item Name: Spring Test Assembly Item No. 87

MATERIALS

For Design A1 - Base, 4" x 4" x 3/4" wood cID

1 - Tube, 2" diam x 5" tall 0B1 - Spring, coil type, 1 7/8" diam x 3 1/2" long q..)

1 - Compression plate, circular disk 1 15/16" diam x 1/4"aluminum with vertical 3" long rod mounted on center (roddiam 1/4" )

1 - Vertical support rod with lever arm g

For Design 81 - Base, 6" x 4" x 3/4" wood qD1 - Tube, 2" diem x 5" tall1 - Spring, coil type (same as "C" above)1 - Compression plate (same specs as "D" above except vertical

rod must be 5" to 6" long).

COMPRESSIONPLATE

DESIGN A

25376-55

COMPRESSIONPLATE

DESIGN S

FRINCIPUS OF TEC:BIOLOGY

Principles of TechnologyDESIGN NOTZS ON SPECIAL EQUIPMENT

Item Name: Flywheel Assembly

MATERIALS

Base 5/8" t x 15" x 18" plywoodSides----1/2" J^ 16-u A 2 elywucodLever - 1/2" t x 9" x 4" plywoodPiano hinge 3" wideFlywheel - cast iron pulley sheave 8-10" diam x 3/4" wide with

weight of 4 to 5 lbShaft - 1/2" diam x 6" longThreaded bolt 5" long x 1/4" diam2 - Pillow block with bearings for 1/2" diam shaftEye screw 3/4" long - wood screw

Item No. 88

FLYWHEEL

1.

1:2" DIA SHAFT I

6" LONG rai IS"

1

6"*I

ADDITIONAL INFORMATION ON SACK OF THIS PAGE.

0 ~

76-51

P232/CIPUI3 os T2C1INOLOGY

CORD/PTROSS

All materials listed below are referenced to W.W. Grainger, Inc.,cat. *367

Pulley sleeve, 8 1/4" diam stk 3X598 $19.73 eaRushing set, for 1/2" diam shaftmalleable split type

stk 3X884 6.64 set

Pillow block set stk # 1A396 16.94 setBall bearing for 1/2" diam shaft

Shaft collars stk 2X568 .59 ea

PILDIC11113 OP TICINOLOGY

76-58

4.0

CORD/PTRoss3/01/86


Item Name: Hydraulic Flow and Shock Assembly Item No. 91

MATERIALS COST OF ACCUMULATOR DEVICE

Item-Description

Adaptor, garden hose to

Cost Number TotalEach Needed Price

1/2" pipe threadAdaptor, 1/2" pipe thread

to 1/2" pipe slip .

Adaptor, 1/2" pipe threadmale to 1/4" NPT female

valve, gate type with 2female 1/2" pipe thread

1.80

0.33

0.99

7.90

2

12

2

1

3.60

3.96

1.98

7.90Valve, ball type with 2

slip PVC 2.99 1 2.99Tee, PVC with 3 female

1/2" pipe thread 0.59 3 1.67Pipe nipple 1/2" male tomale PVC 0.80 1 0t80

1/2" PVC schedule 40 x24" long 0.80 1 0,80

1/2" vinyl tubing 0.8t/ft 1/3 ft 0.29

TOTAL MATERIALS COST $31.99

The prices lsited are retail prices in Waco, Texas. Pricesfor Teflon pipe tape and PVC pipe cement are not included--northe cost of assembly in labor.

76-59

281PRTNCIPUS 07 111121140UGY

rsura AFPAR4TuS

iNPurEU.

MC Li

0'

r________.

Toss PART RE PI**,AIM i.bliel VaultatcSfeattN/ ASPesreeta sidain A4 2.

PressureGuA

Adapter, grassTargatlaA %a' to orThrga4.4 W'

AcCuiAtAtitaAS.Slasaty At

etaaaa la FA 3

Pressure.Abge

01.MiZty need

tenytk i fur&instead of -1ke

0 o*

Ball \Woe., PAttire 4r '4 pire

pee en0

2

VVC Piet lee eela)

43/3 +reaJ4fernwie.. ends

42 Gaye Value, Pic 'tapefor V2" or. ..-Nia Vernale

iiiree..1 el eali S .

AGtzerOVS, Nclirartel 'Ale 'A Ppe.

1 - a i' lonj 16. NC ? ieC-

Aciaftor, 'BrassHag itiVral&A

?4.4

lUtILUA ASsEmaLv slapsi. scr,ti, ad ikrearle4 seers

tosintter Arnst.2. Start at ;NV aal asik pee.

sealipm, It 44[51.41,41*o ',Ftal-ul poet. 41ue am% 1104Z1:11

So *at 'Wort aagt tit Pam-ila* Ike tea*: xrea.0" QE

OtiarsTaiTsana. 0,1,4 ass..nual mark drasi,

Sec"Paes ak a..1.6rer WascAl gawra ansaMaphCssalaAN

'..9" 1-e.F. 2-Skeek beeiL

t.141N1 IL" 4;4.hese x 4r lon..5

to

$

OS)

Aciaplor. WePuarlei h fa Vat tee.

1- )6 c Nei

v; A 4G se cle-

0Arc

nvtarlea Ya 1. i .11Ace

1 2' 6,5 I' eta P4 t.


Item Name: Kilowatt-hour Meter Assembly Item No. 98

MATERIALS

2 - 4'w x 5/8" x 4' long plywood OGI 01 - Kilowatt-hour meter base socketI - Kilowatt-hour meter1 - Line voltage monitor1 - 30-A circuit breaker/switch UD1 - multiple outlet strip (with 5 r 6 outlets) p

- Pig tail connector (3-wire)- Conduit and junction boxes

OPIGTAIL

4-

JUNCTION 00X

LINE VOLTAGEMONITOR

PLYWOOD OASE 14" r 2 %Sir" PLYW000I

2

76-61

PLYWOOD FACE 044 i 4" WV" PLYWOOD!

KILCMIAITHOUR ME' ®

30 AMPCIRCUIT eREAKERMWTCH

OUTLET STRIPWITH 3 -8 OUTLETS

PILTNCIPLI3 O TZIOLOGt

4%

CcRD/PTRpss3/01/86


Item Name: Pipe-Clamp Assembly I em Not 101

MATERIALS jr

1 - 1" diam x 4' long iron or steel pipe QD1 - set of bar clam s, one end with adjustable screw:,mechaenism1 - 8" diam disk

PIL121CIPUS 0, TECEINOLZGY

2f 576-63


Item Name: Belt Drive TrAiner

MATERIALS

CORD/PTRoss3/01/86

Item No. 104

2 - Multiple step pulleys, V-belt type2 - Shafts - 12 mm diam2 - Plywood Boards 6" w x (1/2" - 5/8") t x 22" long6 - 1" diam x 4" long wood dowels1 - V-belt to fit1 - Fixed bearing assembly1 - Movable bearing assembly2 - Timing belt pulleys1 - Timing belt

The two multiple -level pulleys canbe removed along with the V-beltand the cogged wheels with coggedbelt replace these on the sameshaft.

Specifications for the timming belt and thetiming belt pulley are from Stock Drive Products.SEE ITEM NO. 201 for information on these.

3 mm pitch300 mm length100 grooves9 mm width

3 mm pitchDouble flange8.3 cm diameter flange12 mm bore80 grooves22 min width

"-)

76-65

PRINCIPLES of TICENOLOGY

, t;


Item Name: Hydraulic Jack Item No. 105

INSTRUCTIONS FOR MODIFICATION

1. Open pressure release valve.2. Lay jack on side w/ plug port up.3. Remove threaded plug in the

base of the jack. Be very care-ful not to loose the spring be-hind the plug.

NOTE: Use of teflon tape on threadsof adaptor and gage is recm-mended. Be sure to wraptape in the direction of thethreads.

4. Replace plug w/ adaptor.tzt. &Pr" 5. Install high pressure gage on

%adaptor.

,314.

E4 :11. aeatda.

a 40 2400 pa.x0.6 i'004)

PCVSStare

NOTE: On some hydraulic jacks there is a rubber or plasticseal behind the threaded base plug. This must alsobe removed, but do so with care.

PRINCIPLES Of TECHNOLOGY

CORD/PTRoss1/01/86


Item Name: Pressure Stage Item No. 106

MATERIALS

3- 1/2" t x 3" d x 4" long (minimum)4 - 3/8: diam x 16" long threaded rods

16 - Heavy-duty nuts2 - Strong coiled springs4 1/4" diam x 8" long threaded bolts

4 - o0ILE0 SPRINGSECTIONS

COILED SPRINGS ARE INSERTED BETWEENTHE TOP PLATE ANO THE MIDDLE PLATETHEN PLACE SMALL 01A (114 OiAl ROOSTHRu SPRINGS ANO SCREW THEM INTO HOLESOF MIOOLE PLATE.

TOP NUTS SECURE ASSEMBLYANO CAN BE SCREWED DOWNED TOLOAO SPRINGS

"TOP PLATE -HOLES IN THIS PLATEANO MIOOLE PI.ATEHOLES SHOULD SE la"OIAMETER

MIOOLE PLATEHAS FOUR ORILLED ANO TAPEO114" HOLES.

NUTS CAN BE ADJUSTEDUP ANO DOWN FORHEIGHT OF JACK.

INSERTJACK

COILED SPRINGS CAN BE VALVESPRINGS FROM AUTO ENGINE

c,276-69

BOTTOM PLATE -HOLES AT CORNERCAN BE ORILLEDANO TAPPEDFOR THREADED RODSTO BE SCREWED IN.

macrius 07 TICHWAY


Item Name: Transformer Assembly

MATERIALS.

2 - 4" long x4 - 3" long x2 - 3/16" t x2 Wing nuts

1/2" diam1/2" diam4" long x

steel bolts ®plastic tubes 0D3" w soft iron plates

cORD/PTRoss3/01/86

Item No 108

NOTE: Weld bolts to bottom platewith centers 2 1/2" apart.

PRINCIPLES 01, TICHNOLOGY

CORD/nRoss3/01/86


Item Name: Impulse Measurement Assembly Item No. 200

MATERIALS

2 - 2' x 2' x 5/8" t plywood board1 - 7/8" id keel pipe x 5' long1 - Impact plate, 6" diameter steel x 3/8" t1 - x x 5/8" t plywood boardCoil Spring - 3" to 5" diam x 12" x 18" long must be able to

withstand 185 to 120 ft-lb energy8 - 7/16" diam threaded rods 3 ft long

32 - steel washers 1" diam with 7/16" hole48 - nuts 7/16" diam hole1 - steel plate 3/16" x I' square2 - eyebolts 3/16" diam2 - threaded collars for od. of 5/8" diam pipe1 - smooth steel pipe 1/2" diam x 4' long2 - steel support arms2 - steel support legs1 - adjustable height leg6 - 1/4" balls, steel

NOTZ. This assembly is intended as an accessory to theheavy-duty support stand (item no. 1). Dimensions andconfiguration may need to be different due to supportand coil spring actually on hand.

FIGURES AND ADDITIONAL DATA ON THE BACR OF THIS PAGE.

27076-73

PRINCIPLES Of TECHNOLOGY

From? View

14--2 Cp - 1Vale et eLt.: ..1

,..

AV 41'ox4; 40...;u4r'21. '.) )41- 4r-reAS. 4 trt 4.4-50 F:GuRES

ci',Aws

li 14444. r - Ve re 1.4 oueI 4.--..--... S .6. ..--.___joi adiu sr ? aka

A clo ;." plr.1Cteat GartTer

ARE StcrDA.A.624

ccitLE

:

1

. rp Vii.eioue<" 14 4 r>

c

FRUCIP14$ OP =BIOLOGY 271

76-74

Information on materials for preparing your own spring.

Use 4312 wireOD of f-spring 3.2"ID of spring 2.7"Length of spring 15" to 18"Number of coils = 20 to 25Ground and squar ends.k = 33 lb/in

Impact Head Assemblyweld impact head to one end of 7/8" pipe and thread thelast 6"-8" of other end.

For each board: mounting the Impact head assembly

* Drill 3 holes 120 apart with a diamof 5/16" and a depth of 3/16".

* Place a number of layers of felt in each hole toreach a thickness of 5/32".

*. Liberally coat top layer of felt with graphite.* Place 1/4" steel balls in holes and hold

in place with 6" long strip of tape.* Insert 7/8" diameter pipe, then remove

strips of tape.

The result is that the pipe is suspended and guided by onlythree points of contact at each board. And these points ofsuspension are lubricated.

V&A NossilOWTED 24Fran row,' EDCE

d

1" D'AAk.,/ 14044

BASE

Tv.,

O1 PLYvooD 8044o

27276-75


CORD/PTRoss


Item Name: Moment of Inertia Assembly

MATERIALS

Steel block, 4 cm x 4 cm x 5 cmAluminum rod, 13 mm diam x 91 cmSteel rod 7 1/2 cm x 12 mm diam2 - iron (or lead) disk-shpaed weights4 - retaining pins2 - Saftey stops

NOTE: DRAWINGS ARE NOT DONE TO SCALE

RETA0m44 "WSAtam10444ri itedo

Tov3Ten._CL Serriboi 44,004r : .

LEN) at IRA */V14073 1-$ -s4

4,01

CORD/PTRoss3/01/86

Item No. 201

4 cm G AmTFACEoP

FAct

FACE

607ErFACE

11,104

laiLLEe r" 110.7 1 3)

FABRICATION STEPS AND ADDITIONAL DATA ON BACK OF PAGE.

273

76-77

PRINCIPLES 07 TEOROLOGY

CORD/PTRoss

This assembly is intended as an accessory to the Belt Drivetrainer 104)

VENDOR REFERENCE SOURCETiming Belt Pulleys - double flange

sdp* cat. no. 6223M080DF091flange diam = 8.3 cm Bore = 12 mmOD = 7.56 cm Hub diam = 22 mm# of grooves = 80 3 mm pitchLexan reinforced fiberglass with Al insert (knurled)

Width = 22 mm

Timing Beltsdp cat. no. 6R23M1000903 mm pitch300 mm longNylon covered, fiberglassreinforced neoprene

*sdp - Stock Drive Products55 South Denton AveNew Hyde Park, New York 10040(516) 328/0200

FABRICATION STEPS

Aluminum RodStandard support rod fromSargent-Welch91 cm long x 13 mm diemcat. no. S-78454-0

Steel Block1. Drill a 13 -mm diam hole from FACE A to FACE C. Center

of hole should be 2 cm from TOP FACE and FACES B and D.2. Drill and tap a 5-mm diam hole 25 mm deep at center of

top face.3. Drill and tap a 10-mm diam hole 20 mm deep in bottom

face at center.Aluminum Rod

1. Measure to exact center of length of rod and drill anoversized 5 mm hole completely through rod.

2. From edge of hole measure 44 cm down length (in bothdirections) and drill a 3-mm hole completely through rod.

3. From edge of center hole measure 21.5 cm down length(in both directions) and drill a 3 mm hole completelythrough rod.

Steel Rod - 10 mm diam1. Mark one end of rod 2 1/2 cm from the end.2. Thread rod to this depth.

PUNCIPLA3 OF TICNNOLOGY274

76-78

CORD/PTROSS3/01/86


Item Name: Fluid momentum Assembly Item No.: 202

MATERIALS:

PVC Components; all 1/2" diameter size, all schedule 204 - Straight pipe sections, 6" long8 - Pipe adaptors, slip to NPT female9 - Tubing barbs, NPT male to barb1 - Air chamber assembly (Item no.20)2 - Elbows: 2-90 , 1-slip type, 1-slip type to NPT male

2 - Flexible plastic tubing-accordian pleated 10" longand 1/2" diem

8 - Hose clamps; adjustable 7/16" diameter to 1 1/16" diameter4 - Pipe hold-down bracket1 - Compound pressure gage (Item no. 21)1 - Accumulator assembly (Item no. 22)- Assorted wood screws and 1 eye-bolt screw

Wood Components:1 - Mounting base, plywood, 3/8" - 1/2" t x 4' x 2' w2 - Wood dowels; 1/4" diameter x 12-14" long2 - wood blocks; both 1" tall x 3/4" thick, 1 - 3" , 1 - 6"

CONSTRUCTION DETAILS:

I. Reaction Components

a. 93° dopes band type

ADDITIONAL FIGURES ON BACK OF PAGE.

27576-79

PRENCIPLIS 0? TECEMOLOGY

II. Work Base

WIDERASSEMBLY

OUTPUTCONNECTORASSEMBLY

POWER SUPPLY

a. Convects

The flex hose is lvallabltBfrom:

Nsut:.cal Rubber C.7::1,-Okland Center8960 Route 105Columbia, MD 21045

at a cost of $0.89 per footof 314" o.d. "bilge hose".

SLICER ASSEMBL'l

FLEX HOSE

FLEX HOSE

'NOP,: 3rSK

osiA-ED

SuCTtONLINE

PRZtIZIn.13 OF '.CERiOLOGY "2'S/

76-80

FuMPwATES

ouSattRQE UNE

COm,e.ss3/01/86


Item Name: Torsion Pendulum Assembly Item No. 205

MATERIALS

Steel rod, 24" long x 3/16" odEnd block, steel 1" x 1" x 2"Sliding steel block 1" x 1" x 1"Two square steel rods, 5/16" square x 12" long

(With one end threaded on each rod.)2 - 1-kg slotted weights2 - wing screws 5/8" x 3/16" diamBolt - 1/4" x 1" longCarriage bolt - 1/4" diam x 10" long

00 4 look

L.Cagriglg elk 44Af..63 ;410

wpia 11,3 om eAA Sta.,16

SL.,04" 104, Alijacteir 41.14. bektr. 1/1:$

crwa Witt kite,. Eut amot Cad". 1.1.44".41,.

L.:epresait

t :I.

u-kIS'40,e%t-; 4114

FABRICATION AND ASSEMBLY DETAILS ON BACK OF PAGE

PRINCIPLES OF TECRNOLCGY

7227

?Arrr.b.

I

.. . j..la ...la .11 ...

. 1....aUb :: ft

4otz

77-1*

bentIL I '34.4.4[4i ;Cleve atte.Aul*244- x 1.1.-rcte.ep a c.r43 - drAt top ra(1.41.

I.

Itt-1 41'

.4*(1 sigeus

1--.StuAra SteLt RJski' starsdeal a Wes to tack Ce.c calved' kale

Vticit'es atck,

slot A er CCleIttbeol

y, X t 1/1.

PRINCIPLES Of =BIOLOGY

1044

dri +tap V..1..cla z /I

iay.s

a,;ti 1444ia. A Id4R4(1.

Arti taw ve; Aix Y: veer

76-82

.F-3h'

Principles or TechnologyDESIGN NOTES ON SPECIAL EQUIPMENT

Item Name: Mechanical Shock Assembly

MATERIALS

CORDinRoss3/01/86

Item No. 206

wood base, 24" x 18" x 5/8" plywood2 - shaker platforms 12" x 12" x 1" plywoodAir inner tube (12" od max)Steel wire, high tensile - 1 mm diam2 - transducer mountsMotor connector assemblyMounting hardwarewood dowel 5/16" diam x 14"2 - wood slat boards 8" x 10" x 1"Aluminum disk 2" diam x 3/16" thick with 3/4" x 9/16" diam hubBrass tubes 3/16" id x 1/2" longBrass rod 1/8" diam x 4 5/8" long

creabriLle..

ISgit swatOPPIC

4 1 ittil i.I.P

rMerT...14

LewittNaive

Piar;wrow.

14446'44" M*00.1"Traottaillear

motvM aeon irce

Clam Boarott

The bottom shaker platform issuspended on 5 wires from theslat boards on the side ofthe base. Each wire willneed to be 25" long.

ADDITIONAL FABRICATION AND ASSEMBLY INFORMATION ON BACK OF PAGE

2797 6-8 3

PRINCIPLES OF TECIINOLOGY

CORD/nROSS

NOTE: An alternative way to induce vibrations is to usea cam drive.

The 2"-diam x 3/16" thick disk can act as the cam.The 3/4" x 9/16" diam hub can be mounted off-center.This hub should be mounted no more than 1/4" off center.When the slug is mounted to the motor shaft and placedso that only the circumference of the disk is in contactwith the bottom shaker platform a cam action occurs.

He sure that the cam (off-center disk) contacts thebottom shaker platform where the axis of rotation(the motor shaft) and the circumference (the edge ofthe disk) are in closest approch.

(LEPER smagEe pLATroftrr, ---- Watt 714Ak PLATftik"

ttp

IrT1

0

0

0

freer r

34SE

s.J

PRINCIPLES Of TIMM=

'reale "use

4

ribt+0,1 TraeLLIPLOA0:0109.Wrg at tka.w,.

tyt,,,vrt are. L. siupJ St44I pisTsr-t

4 AvclicA

+4"Afte.

t4-4L4.1 -f-

s"*

Mwolikbesbeditt 6011 Lseps4r crytot.ust elAsT44%

Cut SLii'S 14:deep acreSS o0 ..tic 1414. 4.4.1er Srositate e141444,-... .12444

as sium,4,1

bawl ASS amaw31...1.z *6'4

?Mb

2S076-84

T2." i cri;747-

CORD/PTRoss3/01/86


Item Name: Wind Generator Assembly Item No. 214

MATERIALS

Duct fan - 10" diamDuct section A - 10" diam x 2' longDuct section C - 8" diam x 5' longDuct reducer (section 8) - 10" to 8" diamDuct tapeSupport stands - made of woodBandsOutput fan subassembly

Optional38' x 1" id PVC pipePVC pipe cement

To ACSOLIACE

th.e- PAN

Seer Mai A

c Seabee. C.

2111614'SiralAIS

AhlEomETER( tree?* zir)

Apparatus must be built

Ms 6 so center of flow is 7"C., AA, At ricitr

above table top.40.-0103041-eta .4; L p..tt,

41;44a..iz

Weivig Lai44.1e 74/

28176-85

Output fan subas.,embly isconstructed so axis offan rotation is also 7"above table top.


4". e4.4 %i

3Vt"

CORD/PTRoss

Duct Fan and Output Fan Referencedfrom Graingers, Inc.

Duct fan - 10" diam with 1/100 hp motor 300 CFM at 0.73 A drawStock no. 2C222

Output fan - 7" diam with 5 wings of Al Stock no. 4C473

Output fan connecting shaft and pillow block referencedfrom Stock Drive Products

1/4" diam shaft (0.2497" diam) 12" length, cat. no. 7X1-08120Pulleys for round belts

43. 1/4" bore, 1" od with 5/8" hub diarn,cat. no. 6T10-1241008

#2 - 3/16" bore, 1" od with 5/8" hub diam.cat. no. 6T10-1241006

Round belt1/8" diam x 8" loop diam, cat. no. 6R11-04080

Two pulley blocks1/4" bore with mounting holes 1 1/2" apart,

cat. no. 7Z6-F2208Shaft collar

1/4" bore, 1/2" od, 9/32" wide with #10-24 x 1/8" set screw,cat. n. 7C2-11608

Output generatorSmall 1.5 VDC permanent magnet motor or a bicycle generatorcoupled to output an shaft.

NOTE: The 101 & 8" diam ducting is the most difficult thingto find and presents a hazard because of the sharpnessof the edges. It would be possible to use PVC sewerpipe.


76-86

IA.

2S:2

CORD/PTRoss3/01/86


Item Name; AC Power Measurement Module Item No. 227-ALT

MATERIALS

Panel metersAC Ammeter 0-15 V ACAC Voltmeter

Fuse holder with fuseDPDT switchCabinet.WirePower cord

*.00 {M

ga, ads

14,1VOLTS 1,val144

Frew* Pftwi171' X 4s.

, e.1:4.

111:g1'4"-r*661

. c t Zi 1

31:1 B=1P

_,

w.

toA

4

IC 4' *:4411 I

Cgoe al AT .&

PARTS AND ESTIMATED COSTS OF MATERIALS ON BACK

76-872R3

PRIIKIPLES OF TECHNOLOGY

CORD/PTRoss

All parts referenced to Allied Electronics Catalog 4834Single Item..

Stock No. Cost

rAmmeter, AC 0-15 A ±5%* lvoltmeter, AC 0-150 V 25%

Switch, DPDT ON -OFF 15 A111 125 V AC rating

Fuseholder

701-8508701-8406757-4500

(mfr's type 7560KS)740R2006

(mfr's type HTA)Fuse (311015/AGC) 603R0202Cabient (7 1/2" x 4 1/3" x 2 1/4") 806-1599

(mfr's type 11591E0R)663-7086

(Belden 417629)

Power cord9" x 14 AWG, Type SJ

Strain reliefs - 2

310.9213.954.60

2.20

1.40/57.90

10.40

Total Materials Cost Estimate= $52.00

*model 8502, 2 1/2" rectangular

PRINCIPLES 0? TECONOLOGY 2 `-ssi

76-88

CORD/PTRoss3/01/86


Item Name: Load Cell Assembly Item No. 228

MATERIALS

PVC slip-type pipe coupler, 2 3/8" long x 2" i.d.Unbonded strain gagesStrain gage adhesive (cold cure)Strain gage protective coatingHook-up wireBridge output board9-V battery connector

BANANA JACKInd I

R4

VARIABLERESISTOR

BANANA PLUG(black)

OTO LOAO CELL

-,BANANA JACK

(Diark)PCB

BANANA PLUGInc)

4CONOLICTOR GREENBRIDGE OUTPUT BOARD wiRE YELLOW

STRAIN GAGE111

R1

330 ohms, 1/4 watt

R2 0 15 ohms, 1/2 watt

R3 1500 ohms. 1/2 watt

R4

0 to 500 ohms. 3/4 watt

D1

Zeiler Diode 1n4739 (9.1 V)

ADDITIONAL INFORMATION AND DATA ON BACK OF PAGE

2857689

STRAINGAGENO 2

PVC PIPECOUPLING

PRINCIPLES 01 TECENCLOGY

CORD:PTRoss

All strain gage materials are referenced to omega Engineering,Inc. "Pressure and Strain Measurement Handbook and Encyclopedia"for 1585

Strain gages, HBM 6/360 LY 11 10 for $46.00Nominal Resistance = 350 ohmsEnergizing Voltage = 15 VDCGF = 2

Cold cure rapid adhesive, Z70(enough for 250 gages)

Protective coat foil, ABM 75(enough for 200 gages)

Hook-up wire, TFCP-0 5-50(50 ft of 0.015" diem wire

10 cc for $9.50

11-205 x 100 mm pieces for $17.00

$11.00teflon coated)

NOTE:Extensive educational materials on stress measurement

technology is available from:

Measurements Group, Inc.P.O. Box 27777Raleigh, NC 27611

Student strain gages are also available--comparable to thoselisted above,

Model 4 EA-06-240=-120 for $10.00 per package of 10.Nominal Resistance = 120 ohms, intended for mount to steel.

STFIA '144

GAGENO. 2

PRINCIPLES OF /HOMOLOGY

2 c 67 6-90

CORI r:Ross3/01.86


Item Name: Pressure Manifold Assembly Item NO. 231

MATERIALS:

1 - Plywood board n 18" x 8" x 5/8"1 - PVC adaptor -Tubing to 1/4" id pipe to NPT1 - PVC adaptor (2, 1/4" female NPT to slip3 - PVC pipe tees, 1/4" id, slip type a.,3 - PVC elbows, 90 , 1/4" id, slip type qp4 - PVC adaptors, 1/4" id slip to female NPT qD3 - Pipe hold-down clamps 9

2 - Brass cutoff valves 112 - Brass cutoff valves with nipple

PVC pip sections - 1/4" id2 - 2"2 -4 - 4"

3"

2 R 7

76-91


CORD /PTRoss3/01/86


Item Names Liquid Flow Orifice Item No 233

MATERIALS.

Adaptors NPT to nipple for tubingAdaptors NPt to nipple for hosesPVC tees NPT type 3/8" - 1/2" idOrifice disk, copper 1 1/4" od x 1/16' t with 3/16" id holeMale-female threaded coupler 0Male-male threaded coupler 0

2176-93

PRINCIPLES OF TECPYOLCOY

CORD/PTRoss3/01/86


Item Name: Lazy Susan Optics Table Item No. 240

MATERIALS

"Lazy Susan" 3" diam bearingWood base - plywood 1" x 1" x 5/8"Heavy cardboard disk 17 1/2" diam with white matte finish4 - wood screwsAdhesive

CEN1 TM 8000f44ON Tim WOOD 60^e0&fee Pie CARDEOAR 0

DI Sir 4261 rie afAelmC

Center the bearing on the wood board. Center the cardboarddisk on the bearing.

"Lazy Susan" is available in 3", 4", 6 1/8", and 12" sizesfrom Edmund Scientific Co with part no. H40,600 (3" size)

28976-95

PRINCIPLES Of TICI3NOLOGY

PRINCIPLES OF TECHNOLOGY: COST COMPARISON WORKSHEET

ITEMNO.

QUANTITY VENDORCAT. NO. UNIT PRICE TOTAL PRICE

VENDORCAT. NO. UNIT PRICE TOTAL PRICE

NOTES OR COMMENTS

f

Li

I

1

250 76-97

SUL

SCIENTIFIC LABS, INC-1-800-654-9750

INTRODUCTION TO TECHNOLOGY

20 MODULES, 40 DISKETTES COVERING UNITS 1-7 OF PRINCIPLESOF TECHNOLOGY

$2,695.00

The enclosed correlation is subject to change until thefinished product is released March 30, 1987.

2927 6-9 9

P. 0. BOX 803788 HOUSTON, TEXAS 77280 (713) 464-6068

UNIT 1 FORCE

SUBUNITTITLE

UTC STUDENTTEXT PG. NO.*

APP. PHYSICSTEXT PG. NO.**

PRINCIPLES OF TECH.VIDEO SECTION

INTRODUCTION TOTECHNOLOGY MODULE

Mechanical 3-10 2-42 Unit 1, Subunit 1 FORCE

Fluid 10-13 43-59 Unit 1, Subunit 2 PRESSURE DIFFERENCE

Electrical 13-15 60-92 Unit 1, Subunit 3 POTENTIAL DIFFERENCE

Thermal 15-17 93-99 Unit 1, Subunit 4 TEMPERATURE DIFFERENCE

UNIT 2 WORK

SUBUNITTITLE





Mechanical 33-37 105-122 Unit 2, Subunit 1 WORK: AS DISPLACEMENTUNDER ACTION OF FORCE

Fluid 37-39 123-128 Unit 2, Subunit 2 WORK: AS FLUID VOLUMEDISPLACEMENT

Electrical 39 -41' 129-136 Unit 2, Subunit 3 WORK: AS DISPLACEMENT

Thermal 41-47 137-150 No Related Material No Related Material

UNIT 3 RATE

SUBUNIT UTC STUDENT APP. PHYSIC3 PRINCIPLES OF TECH. INTRODUCTION TOTITLE TEXT PG. NO.* TEXT PG. NO.** VIDEO SECTION TECHNOLOGY MODUT,E

Mechanical 59-69 155-203 Unit 3, Subunit 1 SPEED

Fluid 69-71 204-211 Unit 3, Subunit 2 FLOW RATE

Electrical 71-72 212-229 Unit 3, Subunit 3 CURRENT

Thermal 72-73 230-246 Unit 3, Subunit 4 HEAT FLOW RV--

29376-101

J..

UNIT 4 MONENTUN

SUBUNIT UTC STUDENT APP. PHYSICSTITLE TEXT PG. NO.* TEXT PG. NO.**

Mechanical 84-95 250-284

Fluid 96

Electrical .1114.1. Alm

285-293

294-296

UNIT 5 RESISTANCE

PRINCIPLES OF T1;C0.VIDEO SECTION

INTRODUCTION TOTECHNOLOGY MODT,E

THIS TOPIC IS NOT COVERED IN PRINCIPLES OFTECHNOLOGY

SUBUNITTITLE





Mechanical 105-110 301-311 Unit 4, Subunit 1 FRICTION AND DRAG

Fluid 110-115 312-337 Unit 4, Subunit 2 FLUID RESISTANCE

Electrical 115-117 338-382 Unit 4, Subunit 3 ELECTRICAL RESISTANCE

Thermal 117-120 383-393 Unit 4, Subunit 4 THERMAL RESISTANCE

UNIT 6 POWER

SUBUNITTITLE





Mechanical 137-141 401-424 Unit 6, Subunit 1 POWER IN MECHANICALSYSTEMS

Fluid 142-143 425-459 Unit 6, Subunit 2 POWER IN FLUID SYSTEM

Electrical 143-145 460-478 Unit 6, Subunit 3 ELECTRICAL POWER

Thermal 146 479-487 Unit 6, Subunit 4 THERMAL POWER

295 76-103

/..

40,4 t.)

UNIT 7 POTENTIAL AND KINETIC ENERGY

SUBUNITTITLE





Mechanical 156-163 494-500 Unit 5, Subunit 1 ENERGY IN MECHANICALSYSTEMS

Fluid 163-168 501-508 Unit 5, Subunit 2 ENERGY It, FLUIDSYSTEMS

Electrical 168-169 509-528 Unit 5, Subunit 3 ELECTRICAL ENERGY

Thermal 170 529-537 Unit 5, Subunit4 HEAT

UNIT 8 FORCE TRANSFORMERS

SUBUNIT UTC STUDENT hPp. PHYSICS PRINCIPLES OF TECH. INTRODUCTION TOTITLE TEXT PG. NO.* TEXT PG. NO.** VIDEO SECTION TECHNOLOGY MODULE

Mechanical 183-194 NOT COVERED Unit 7, Subunit 1 & 2

Fluid 195-196 NOT COVERED Unit 7, Subunit 3

Electrical 196-199 NOT COVERED Unit 7, Subunit 4

*Unified Technical Concepts - Physics For Technicians

**Applied Physics for TechniciansiA Unified Approach

o

29776-105

CORRELATION TO BEDETERMINFD

2°'

INTRODUCTION TO TECHNOLOGY TRAINING PACKAGE

INTRODUCTION OT TECHNOLOGY SYSTEM CONFIGURATIONCONSISTS OF THE FOLLOWING HARDWARE

COMPUTER: 384K RAMtwo 360 KB diskette driveone serial RS-232C partone parallel portkeyboard with numerical pad and 12 programmable

function keys.Calender/ClockCPU to Run at a minimum of 8MHztwo 7220 Co-processorsColor Graphic CardMS-DOS Operating System and GW-Basic

MONITOR: 14" Color. Tilt and Swivel, 640 x 400 High resolution

TO BE NEC AFC III H10C

DIGITIZER: Mouse - Microsoft Serial Mouse

PRINTER: Dot Matrix - 120 cps. 80 col. w/cable

TO BE STAR NX -1O

SOFTWARE: Introduction to Technology20 modules. 40 disketts covering Units 1-7of Princinles of Technology and UTC Physics.

)

t,y el.91

76-107

PRICE: $4.895.00

UNIT IIIPHYSICS

UNIT OBJECTIVES

After completion of this unit the student will be able t.) sole:: o:in vector mechanics, wave motion, sound waves. and refraction ,-. t.,,i

of light. An understanding of mechanical linkage, electromagnetic cant,

systems, and heat will also be gained. The student will demonstrate thisknowledge by successfully completing all assignments and tests with a minimumscore of 75 percent.

SPECIFIC OBJECTIVES

After completing this unit the student will be able to:

1. State the properties of matter.

2. Solve problems in vector mechanics.

3. Name the various types of linkages.

4. Demonstrate the effects of rate through the application of force'and work.

5. Describe the transducers used in the measurement of temperature,flow rate, and acoustical energy.

6. Describe the characteristics of a sound wave.

7. State the theory of light.

B. Identify the various precision measurements as used in industry.

30076-109

UNIT III--PHYSICS

Instructional Lesson 1- -Force

Task Assignment 1-- Demonstrate the Applications and Effects ofFcrce Through Laboratory Exercises UsingMechanical Energy Systems

Task Assignment 1A--Demonstrate the Applications and Effects ofForce Through Laboratory Exercises Using FluidalEnergy Systems

Task Assignment 18--Oemonstrate the Applications and Effects ofForce Through Laboratory Exercises Using Elec-trical Energy Systems

Task_Assignment 1C--Demonstrate the Applications and Effects ofForce Through Laboratory Exercises Using Ther-mal Energy Systems

Instructional Lesson 2--WorkTask Assignment 2--Demonstrate the Applications and Effects of Work

Through Laboratory Exercises Using MechanicalEnergy Systems

Task Assignment 2A--Demonstrate the Applications and Effects of WorkThrough Laboratory Exercises Using Fluidal Ener-gy Systems

Task Assignment 213Demonstrate the Applications and Effects of WorkThrough Laboratory Exercises Using ThermalEnergy Systems

Instructional Lesson 3--RateTask Assignment 3--Demonstrate the Applications and Effects of Rate

Through Laboratory Exercises Using MechanicalEnergy Systems

Task Assignment 3A--Demonstrate the Applications and Effects of RateThrough Laboratory Eiercises Using Fluidal En-ergy Systems

Task Assignment 38-- Demonstrate the Applications and Effects of RateThrough Laboratory Exercises Using ElectricalEnergy Systems

Task Assignment 3C--Demonstrate the Applications and Effects of RateThrough Laboratory Exercises Using Thermal Energy Systems

Instructional Lesson 4MomentumTask Assignment 4--Demonstrate the Applications and Effects of mo-

mentum Through Laboratory Exercises Using Mech-anical Energy Systems

Task Assignment 4A--Demonstrate the Applications and Effects of Mo-mentum Through Laboratory Exercises UsingFluidal Energy Systems

Instructional Lesson 5--ResistanceTask Assignment 5--Demonstrate the Applications and Effects of Re-

sistance Through Laboratory Exercises UsingMechanical Energy Systems

Task Assignment 5A--Demonstrate the Applications and Effects of Re-sistance Through Laboratory Exercises UsingFluidal Energy Systems

76-111

UNIT IIIcontinued

Task Assignment

Task Assignment

58--Demonstrate the Applications and Effects of Re-sistance Through Laboratory Exercises UsingElectrical Energy Systems

5C--Demonstrate the Applications and Effects ofResistance Through Laboratory Exercises UsingThermal Energy Systems

Instructional Lesson 6--PowerTask Assignment 6--Demonstrate the Applications and Effects of

Power Through Laboratory Exercises Using Mech-anical Energy Systems

Task Assignment 6ADemonstrate the Applications and Effects ofPower Through Laboratory.Exercises Using Flui-dal Energy Systems

68--Demonstrate the Applications and Effects ofPower Through Laboratory Exercises Using Elec-trical Energy Systems

6C -- Demonstrate the Applications and Effects ofPower Through Laboratory Exercises Using Ther-mal Energy Systems

Instructional Lesson 7-- Potential and Kinetic EnergyTask Assignment 7 -- Demonstrate the Applications and Effects of

Potential and Kinetic Energy Through Labora-tory Exercises Using Mechanical Energy Systems

Task Assignment 7A--Demonstrate the Applications and Effects ofPotential and Kinetic Energy Through Labora-tory Exercises Using Fluidal Energy Systems

78-- Demonstrate the Applications and Effects ofPotential and Kinetic Energy Through Labora-tory Exercises Using Electrical Energy Systems

7C -- Demonstrate the Applications and Effects ofPotential and Kinetic Energy Through Labora-tory Exercises Using Thermal Energy Systems

Task Assignment

Task Assignment

Task Assignment

Task Assignment

Instructional Lesson 8--Force TransformersTask Assignment 8--Demonstrate the Applications and Effects of

Force Transformers Through Laboratory Exer-cises Using Mechanical Energy Systems

Task Assignment 8A--Demonstrate the Applications and Effects ofForce Transformers Thrcugh Laboratory Exer-cises Using Fluidal Energy Systems

Task Assignment 88Demonstrate the Applications and Effects ofForce Transformers Through Laboratory Exer-cises Using Electrical Energy Systems

Instructional Lesson 9--Energy ConvertorsTask Assignment 9--Demonstrate the Applications and Effects of

Energy Convertors Through Laboratory ExercisesUsing Fluidal Energy Systems

Task Assignment 9A--Demonstrate the Applications and Effects ofEnergy Convertors Through Laboratory ExercisesUsing Electrical Energy Systems

76-113 302

UNIT IIIcontinued

Task Assignment 98Demonstrate the applications and Effects ofenergy Convertors Through Laboratory ExercisesUsing Thermal Energy Systems

Instructional Lesson 10--Transducers

Task Assignment 10-- Demonstrate the Applications and Effects ofTransducers Through Laboratory Exercises UsingMechanical Energy Systems

Task Assignment 10ADemonstrate the Applications and Effects ofTransducers Through Laboratory Exercises Usingfluidal Energy Systems

Task Assignment 108Demonstrate the Applications and Effects ofTransducers Through Laboratory Exercises UsingElectrical Energy Systems

Task Assignment 10C--Demonstrate the Applications and Effects ofTransducers Through Laboratory- Exercises UsingThermal Energy Systems

Instructional Lesson 11--Vibrations and WavesTask Assignment 11--Demonstrate the Application and Effects of

Vibrations and Waves Through LaboratoryExercises Using Mechanical Energy Systems

Task Assignment 11A- -Demonstrate the Applications and Effects ofVibrations and Waves Through LaboratoryExercises Using fluidal Energy Systems

Task Assignment 116 -- Demonstrate the Applications and Effects ofVibrations and Waves Through LaboratoryExercises Using Electrical Energy Systems

Instructional Lesson 12 -;Time ConstantsTask Assignment 12--Demonstrate the Applications and Effects of Time

Constants Through Laboratory Exercises UsingMechanical Energy Systems

Task Assignment 12A--Demonstrate the Applications and Effects of TimeConstants Through Laboratory Exercises Usingfluidal Energy Systems

Task Assignment 12R--Demonstrate the Applications and Effects of TameConstants Through Laboratory Exercises UsingElectrical Energy Systems

Task Assignment 12C--Demonstrate the Applications and Effects of TimeConstants Through Laboratory Exercises UsingThermal Energy Systems

Instructional Lesson 13--RadiationTask Assignment 13--Demonstrate the Applications and Effects of

Radiation Through Laboratory Exercises UsingMechanical Energy Systems

Task Assignment 13A--Demonstrate the Applications and Effects ofRadiation Through Laboratory Exercises Usingfluidal Energy Systems

Task Assignment 136Demonstrate the Applications and Effects ofRadiation Through Laboratory Exercises UsingElectrical Energy Systems

76-115

303

UNIT III -- continued

Task Assignment 13C--Demonstrate the Applications and Effects ofRadiation Through Laboratory, Exercises UsingThermal Energy Systems

SUGGESTED REFERENCES

Unified Technical Concepts Text ISBN-1-55502-161-1. 2nd ed. Waco, Texas: TheCenter for Occupational Research and Development (CORD), 1984.

Unified Technical Concepts162-X. Waco, Texas:ment (CORD), 1983.

Unified Technical Concepts163-8. Waco, Texas:ment (CORD), 1983.

Applications Volume I LabThe Center for Occupational

Applications Volume 11 LabThe Center for Occupational

Manual ISBN-1- 55502-Research and Develop-

Manual ISBN-1- 55502-Research and Develop-

Harris, N. C., and E. M. Hemmerling. Introductory Applied Physics. 4th ed.Manchester, MO: Gregg/McGraw-Hill Book Company, 1980.

Beiser, Arthur. Modern Technical Physics. 3rd ed. Menlo Park, CA: TheBenjamin/Cummings Publishing Co., Inc., 1983.

76-117

304

APPENDIX F

Project Fairs

If a student is taking PT for a science credit, it issuggested that a science project be completed. (Seescience fair rules.)

Students taking PT for credit in industrial arts maycomplete a project for the industrial arts fair (Seeindustrial arts fair rules.)

77

305

A MESSAGE

TO THE

INDUSTRIAL ARTS TEACHERS AND ATUDENTS

The first Industrial Arts Students Fair in Louisiana was held on the campusof Northwestern State University of Natchitoches in 1947. This event continuedto serve Industrial Arts throughout the state for 20 years. Continued growthof Industrial Arts programs and increased student enrollment brought such pres-sures on the Northwestern State University Fair that it was deemed necessary toexpand the program. In 1967 a committee was formed to study the feasibility ofdividing the state into three geographic areas and establishing a 'fair in eacharea. Concurrently, a proposal was drafted and presented to a funding agencyrequesting financial support. The proposal suggested a three-year trial periodterminating with a "State Final Fair" to be held in conjunction with the annualconference of the Louisiana Association of Industrial Arts Clubs.

After two years of operation on this basis\, it was decided the IndustrialArts program in the state could justify a furth4r geographic breakdown and thatthe fair program was in need of more counseling: It was at this time that thename was changed from "Student Craftsman's Fair" to "Industrial Arts Students'Fair." Guidance and administration of the program were provided through theestablishment of an Advisory Council in 1970. The Advisory Council later be-came the Louisiana Industrial Arts Student Fair (LIASF) Executive Committee. Thiscommittee is composed of one representative from each of the four universitiesthat host an area fair, a teacher representative from each of these areas, theIndustrial Arts State Advisor, and the AIASA of Louisiana Executive Secretary. TheLIASF Executive Committee is charged with the responsibility of setting policy,establishing rules and regulations, and general administration of both area andstate fairs. Because of the revised Industrial Arts curriculum that was implementedin the 1984-85 school year, the Executive Committee found it necessary to reviseextensively this handbook so that it would be in compliance with the new curriculumstandards.

The primary purpose of the Fair is to promote high standards of craftsmanshipand scholarship through competition in the various instructional areas and activ-ities related to Industrial Arts. Benefits to the student include increasedmotivation, intellectual growth, a better understanding of industry and technology,fellowship with other students, visits to university campuses, and participationin leadership programs at the State Conference.

Any Louisiana Industrial Arts student who meets the requirements stated in theregulations governing the fair may participate. However, maximal benefit will beobtained by participating in the fair as a member of an organized Industrial Artsclub affiliated with the Louisiana Industrial Arts Student Association.

Many people have worked to make the fair a worthwhile experience. We encourageyou, the Industrial Arts teachers and students of Louisiana, to take full advantageof its benefits. Only through your active support and participation can itaccomplish its purposes.

Louisiana Industrial Arts Student Fair Executive Committee

77-1

306

GENERAL INFORMATION

Area Fairs

The Louisiana Industrial Arts Student Area Fairs are conducted during themonth of April. These Fairs are held at the following Universities:

Area

It

IIIIV

State Fair

Unit

Northwestern State UniversityUniversity of Southwestern LouisianaLouisiana State UniversitySoutheastern Louisiana University

Area Advisor

Dr. Thomas ;:pplerMr. Mickey HebertDr. Vincent KuetemeyerDr. Jerry Parish

Student winners (1st, 2nd, 3rd, and 4th) in the Area Fairs are eligible tocompete in the State finals which will be held in'the latter part of April orfirst week of May. The location of LIASF (State Level) will be in Baton Rougeunless otherwise notified.

LIASF Competition

All competition, unless otherwise noted herein, will be judged on the premisethat what a student knows about the area that is entered is equally as important aswhat the student can do in the area. Winning in an area such as, Basic Woods (OW)will therefore require a good understanding of the material covered in the statecurriculum guide as well as demonstrated competencies in as many differentoperations as feasibly possible. In judging entries (if all other aspects ofmaking the projects are equal) the better entry is the one that,uses themost processes as recommended or covered in.the state curriculum guide. "Otheraspects" include excellence in design, utility, craftsmanship, and ingenuity.Winners will be selected by equally (50-50) evaluating test and project scoresat the Area and State Fairs. The decisions of the judges are final. It is hopedthat the teachers will stress the objectives of the Fair program and place lessemphasis on winning. Teaching just for the Fair is not educationally sound. It

hoped rather that the Fair will be but an additional "tool" which a dedicatedteacher will use to motivate and teach. If the teachers will use the Fair in thisway, all the participants will be winners!

Annual Louisiana Industrial Arts Conference

The state finals of the LIASF will be held in conjunction with the annualAIASA of Louisiana conference.

Registration-- Area Fair

A sample registration fora is shown in the appendix. Each spring the fourarea Fair directors will mail out a similar form to the teachers in their area.A letter will be included to give pertinent information such as when, where, time,and rule changes for the Fair.

77-33

Registration -- State Fair

Winning at Area Fair automatically enters the student in the State Fair.

Area Fair Awards

First, second, third, and fourth place awards will be presented to the studentsearning the most points in his/her classification as determined by the combinedproject and test scores. rhe judges and/or fair director have the responsibilityto deny giving awards if there are no meritorious entries.

Honorable mention awards are given to deserving students in each classification.

Certificates of Recognition are awarded to all students who participate in theArea Fair.

State Fair Awards

First, second, third,and fourth place awards for each classification enteredwill be given to the students who have accumulated the most points overall. (Includesboth written examination and project )

177-5 30S

GENERAL RULES

1. Entrants may be any student enrolled in an Industrial. Arts class

a :.ouisiana private, public, or parochial junior or senior high school.

2. Students participating in Industrial Arts and vocational classesin the same area concurrently will not be eligible to enter in that area.

3. There is an entry fee to participate in the Fair. The amount eachyear rII1 12a indicated in the Fair letter sent out in the spring to the teachers.One fee is charged each entrant even if more than one classification is entered.

4. Whether they have a project or not, all students who go to an areaFair will register and take a test--either the specific area test or the generaltest.

5. All projects must be made in school under the supervision of anIndustrial Arts instructor.

6. Projects must have been started and completed in the current schoolyear.

7. Projects made from commercial kits are not eligible. Component partsshould be made by the student whenever reasonably possible and judges will evaluateaccordingly.

8. The cost of transporting the project to and from the Fair must be borneby the student, school, instructor, or some agency not associated with the Fair.The student should bring all necessary accessories to display his/her work.(Extension cords, AV equipment, etc.)

9. The judging will be done by Industrial Arts teachers and other qualifiedpersons such as representatives of industry. The project scores awarded by thejudges are final.

10. As many as three projects may be used to represent a student's entry ineach classification unless otherwise noted in the Fair rules governing each classi-fication. A student may enter three classifications.

11. In order for their students to be eligible to participate in the Fair,teachers must register them by the'indicated date on thl registration form. Thisregistration form and other information concerning the Fair is mailed to theteachers each Spring. If you have not received the Fair letter by the first ofApril, contact your Fair director immediately.

12. To be eligible, all entries must be delivered to the Fair site by thetime indicated in the Fair letter on the day of the Fair.

13. Teachers are requested to send in the appropriate fees with their registrationforms. (No cash please. Make checks or money orders payable as directed in the Fairletter.)

'77-7

309

14. Judging will start immediately after the check-in deadline has passedand the Fair officials are caught up in the processing of entrants. No onewill be checked in after the judging starts.

15. All projects must be the work of one student, except for group projectsor where otherwise noted. Group projects are to be placed in a separate classifi-cation.

16. Student projects can only be entered in the classification whichrepresents the course in which enrolled. For example, the fair classification"Architectural Drafting" can only be entered by students enrolled in the StateDepartment of Education approved course (Bulletin 741) Architectural Drafting.The only exceptions to this rule are the fair classifications "Group Projects"and "Open."

17. Teachers should read the classification descriptions very carefullyprior to assigning a classification to a project. The judge will not re-classifya project which entered a classification above its level; projects below thelevel allowed will be disqualified. If a question of classification arises, oneshould contact the Area Fair Director for clarification.

18. The material covered in the minimum standards of a particular courseare to be the principle areas emphasis in producing a project to be judged in therespective classification at the Fair. A project which utilizes few basicconcepts or processes and stresses concepts and processes mostly beyond the normalexpectancy for the course will be low rated by the judges. An example would behaving inking drawings in the "Basic Technical Drafting" display when that areastresses mostly (or solely) pencil work. This entry would receive lower marksfor this improper emphasis.

19. In determining winners, the project and test are considered of equalvalue and therefore the total score is on a 50-50 basis. In the event of atotal score tie, the winner will be determined by who has the highest projectscore. In the event they are still tied, the judges will be ask to re-evaluatethe two projects in question. If a tie still exists, duplicate awards will bemade.

20. A dimensioned sketch (81/4 x 11) or drawing and a list: of operationsused is required to accompany each project or entry where applicable. No sketchis required for graphic arts. No list of operations is required for technicaldrafting.

21. There will not necessarily be an award given in each classification;the judges will decide which awards are to be given in the various classifications.

22. It is discourteous for teachers and students to leave the awards assemblybefore it is over. Everyone in attendance at the beginning is expected to stay tothe end of the assembly.

77-93 0

HIGH SCHOOL FAIR CLASSIFICATIONS

GRADES NINE THROUGH TWELVE

Classification Designation

General Industrial Arts GIABasic Technical Drafting STDAdvanced Technical Drafting ATDArchitectural Drafting ADBasic Woodworking BWAdvanced Woodworking AWConstruction CSTBasic Electricity/Electronics BEEAdvanced Electricity AEYAdvanced Electronics AESBasic Metals BMAdvanced Metals AMBasic WeldingPower and Energy PEPower Mechanics PMBasic Graphic Arts EGAAdvanced Graphic Arts AGABasic Plastics BPBasic Recreational Crafts BRCAdvanced Recreational Crafts ARCGroup Projects GPBasic Open BOAdvanced Open AO

77-11 ,3i1

HIGH SCHOOL CLASSIFICATIONS

Entry Requirements

GIA (General Industrial. Arts) - This Fair classification is to represent the"survey" nature of the General Industrial Arts course. Judges will ratehigher those projects which use several areas of industrial arts as well asa variety of operations. This is not to say that quality is unimportant,bu it may suffer somewhat to get the broad base exposure expected.

Each student may enter as many as three projects. All of these will be givenone total score. No more than twelve weeks should be spent on each project.Combination projects are allowed.

At least three of the following areas must be represented in an entry: wood,metal, electricity/electronics, power/energy, graphics, plastics or drafting.

BTD (Basic Technical Drafting) - For students who are in their first draftingcourse. Entrants are to submit four 9 x 12 drawings displayed on one 18 x 24shee.. All drawings are to be pencil, lettered, and dimensioned. The subjectsof the four drawings are to be different; one each from the areas of orthographicprojection, pictorials, sections, and auxiliaries.

NOTE: All drawing problems must have names and schools covered when registering.

ATD (Advanced Technical Drafting) - For students who are in their second draftingcourse. Students are to develop a set of working drawings which are to includean assembly drawing and a detailed drawing of each part in the assembly, excludingstandard parts. In addition one drawing must be prepared from one of the followingt-oes: (1) exploded pictorial of the above assembly drawing, (2) structural drawing,(3) electrical drawing, or (4) piping drawing.

AD (Architectural Drafting) - Any project such as a residence or small commercialbuilding may be entered. A complete set of working drawings in pencil or ink mustbe submitted. Sheet si;e should be approximately 24" x 36" and should not berolled or mounted on cardboard or other material. The entry must include items 1 - 5be

1. Floor plan2. Foundation plan3. Four elevations4. Plot plan5. Details to include:

A. Labeled foundationsB. Labeled typical wall sectionC. Labeled corniceD. Labeled bearing partitionsE. Other details as required ty the project

6. Optional

A. ElectricalB. Heat and air conditioning plans (oneline drawings)C. Plumbing (on commercial drawings)D. Other, as desired

77-13 312

BW (Basic Woodworking) - For students who are in their first woodworking course.Architectural models and upholstered projects should not be entered here but inthe Open classification.

AW (Advanced Woodworking) - For students who are in their second woodworking course.

CST (Construction) - Students will submit such items as construction contracts,materials list and cost estimates, time schedules for construction, working draw-ings including plot plans, and/or framing structure. Judges will be looking forevidence of a broad based construction experience.

BEE (Basic Electricity/Electronics) - For students who are in the basic electricity/electronics course. Projects should represent theory and operations taught atthis level. No commercial kits are allowed.

AEY (Advanced Electricity) - Projects or displays in such areas as motor operation,generators, control devices, and house wiring may be entered.

AES (Advanced Electronics) - Working projects or.displays in any area of electronicsmay be entered. Appropriate descriptions of projects should accompany eachproject (what is it - how does it work?). No commercial kits are allowed.

BM (Basic Metals) - For students who are in their first metals course. It ispreferable that several areas of metals be represented in the project.

AM (Advanced Metals) - For students who are in their second year of metals.

W (Welding) - For students who are in their first welding course. Welds willbe the first consideration of the judges. Second consideration will be given tothe overall appearance including squareness, fit, function, and finish. Grindwelds only when necessary.

PE (Power/Energy) - A project might be any device or means of developing, utilizing,or demonstrating the several kinds of power and energy (internal combustion, fluids,nuclear, etc.).

PM (Power Mechanics) - Entries might be models or displays in any area of powermechanics.

BGA (Basic Graphic Arts) - This entry would preferably be a group of well executedspecimens in the area; properly displayed on poster board or other medium.

AGA (Advanced Graphic Arts) - For students who are in their second graphic artscourse. Entry should be a display of work done in the area.

BP (Basic Plastics) - Forming and production processes will be judged in thisarea.

BRC (Basic Recreational Crafts) - Projects should encompass planning, designing,and constructing crafts in such as the following areas: metals, ceramics,leather, and plastics.

ARC (Advanced Recreational Crafts) - Projects should display more advancedtechniques in the various craft areas.

77-1531 3

GP (Group Projects) - Entrants may enter a project constructed cooperatively inany one or a combination of normally accepted areas of industrial arts, by asmall group of students. This is not mass production. The general knowledgetest scores for each student in the group will be averaged to determine the testscore part of their total score.

BO (Basic Open) - This is for the student who is in his/her first or second courseof industrial arts.

NOTE: The basic open and advanced open classifications are for entries that donot fall into one of the other classifications. Group projects are not allowedin this area. This classification is primarily for multi-area type projects.Each student's general knowledge test score will be used to determine half his/hertotal score as in other classifications.

AO (Advanced Open) - This is for the student who is in his/her third or fourthcourse of industrial arts.

77-17 3 1 4

R EA 1

11::U

.4

t14 tn >010or -- li - "0- 1/.....

Of d 00 9eA R h A Al s

IA1

SI

I kMO 1, Ir4 04 6 U .i.).:,?.(1. ...eh...4'

re i. .p.,

.,....

4..4. ....I0 A 4.1.8. -.4.% 4,

PO' n.1.11 A., 0i .....". i ,..r/1-1 VI

" ).._. r.4.;

...,_ _i- -1.. _. r p.1.. . rg0 . .4 I I.

..,./... e . ..4,,jog 1, , .

.0 .. r.: I ,

!.

a i-%

:- .... .... .; I

IT .. *N.% 1. 0" e sg I g., ....\ i- .. . 14 i-%

I01. t.e.3.. r .

%'Owls.. ( it l a o a M g

I .n 144103.4ii --;;

00t. 1 I 0

11

k.

1 ..-VAI-Ciehl .--iii 111 NI .0 Z2-.4. .. ..... 7 ' 4..:b.

V4 ) 4 g 1111 , .i...

.I: " ' 4' .101 thloal I404 1ln P. 1161 g '...

4.

1 44 4 .

I w I.... al -- I is: i). 1..,, . - -

-> 1-i ..,t....., I.11' i- L .... i , ,.... .

,..-, 1i -...

4 .4 r .. iv , _i

ft '' . `..

t/ $1 .. i . .! ' t'

6

" -..'........"*^?

. a c - go1 *A 2.0 ...'. .: ...

I

r.I Ienvil le ; 7...4 I-.: t C. 41

ICaddo ""

r. .49 . g

-OZ.

idWe .

04

i.5Cltalloula 1

C la iborneConcordia IF.-;:otoL is t CarrollF ranklin

.n

1...4(:oI

re I ,otasett t ltl t ocnco

li Tides1' (.1 River

chland

I: I.,riV, 111 1111._1)ti 1'

(::t I'Vot I

1:11.-111

11 ) I.1 I

w M n

1

11443. ll 1 414,44.0411)010014410 ii " 1 %KO J

I : t ( , , 1 P i atr,4 -I ..- I

1

*.11 ggt4.-.0. ( I1143, / 4La - I 1441

4 %., .4, 4, 1 4.. 1 1,4,., 7 ..,,(1... I, /A,I ID

...1,... / : .'N .. ...' 04:,,- - r-.._ .., , $ ! . :C..

I1-....T1..,,.1 ,.t.,..ii. r -, r-4,6. - ef .4,....., i....

1 ........._

.:._:.3111.4,)1I 1 4 41 I.,

II

j.. - .. :11.. s1,1* . I .. If

w , \ I .1 S.

I

1 "4--- %. ...-J f t Oce.Sakt. t

A.I -: ::...

.._ . (:-:.-- 1...,

,-, '..1

. .ec . -.

\ : -- :- -_, 1: 4.41 14. I '. I

.. :..,. (

-.of ,:to c.ao..

'14 g

4.4

n..4 tka°

30

AREA 2IL 1.

ia

Acadia

A vt.ye L.L(.

Livaurvgard

CaleazieuCarnet onEvange tineIberiaJi..fferson DavisLaraye LieSI. Landry

MarySt . Ma:'tirtTv rebuoneVermi lion

S S

S.

30 01,

AREA 3

AtAssumptionLast Baton RougeEast Fe Li c atm

Lafottrcht:LivingstonPointe Coup -c

. Jams:it. I

bat of, o: te.t.

s t ta

S S I P

1oi.. ....oft /7,

Ow.: reonl,

sA4iIt s.1

1/.4416 kf.:.:UNI

?SEAt 1

g O : .4 40* r..

4.4.'2.

: 1.ei1.

11 1

t

osr: -!/4. '

; I\ 1%44 \1 01,..:

A REA 1,

Jet' fersontwlitans

La' /own" I ttn-;t.. l3c na rd

, 'ltarlie lina

. . Tar:asa;i

1.4:.ishine 41

b. %.1,

04. o

1(; U L

Ye 9r1

1t: 444'

i 0

JI

111 ,:4

ao

30

315 77-19

APPENDIX B

DEADLINE:

LOCISLANA INDUSTRIAL ARTS STUDENT FAIR ENTRY BLANK

Name of School

School Address Phone No.

City Zip Code

Teachers: Please read the following statement carefully and sign it toverify that your students are eligible to participate in the Fair.

By my signature below as the Industrial Arts teacher of the students enteredon this form. I certify that the project or work entered in this year's Fairwas the work of the student entering the project or work, and that the workwas performed under my supervision as part of the requirements of a regularlyscheduled industrial arts class during the current school year.

Signature of Instructor

List all student entrants as indicated below. Return this entry to your AreaFair Director by the deadline date listed in the top right-hand corner of thisform.

NAME

I.A. CLASS EN-ROLLED IN (STATEDEPT. OF ED.BULLETIN 741)

CLASSIFI-CATION

PROJECT AIASA

MEMBER?Example:

John Doe Basic WoodwortciL BW End Tables Ye

.

i

.

F

...-

ATTACH ADDITIONAL SHEETS IF NECESSARY.

77-21

31 7

GENERAL NILES

AIASA COMITITIVE EVBIftS

I. The officially approved competitive events are:

Bridge BuildingChapter TeamCreedDrawing Interpretation

(Goodheart-Wilcox)Dream House

(Modern School Supplies)Drafting ProblemsElectricity/Electronics

(Brodhead-Garrett)Energy ConservationEngineering Problems

(Modern School Supplies)Extemporaneous SpeechGraphic LogoIndustrial BowlMetric 500

(PITSCO)

II. LEVELS AND PARTICIPATION

A. Levels

Outstanding AIASA AdvisorOutstanding AIASA ChapterOutstanding School

(Paxton /Patterson andGraves Humphreys)

Outstanding AIASA StateOutstanding AIASA Student

(National Associationof Women in Construction)

Prepared SpeechRecord BookResearch PaperSafety PosterTechnical Report Writing

(School Shop Magazine)Technology Process Display

Individual members will enter the events according to gradelevel during the current school year as follows:

1. Level I - Junior High and Middle School, Grades 6, 7, 8, 9.(The location of the ninth grade, whether in ajunior high building or a senior high building,is not a factor relating to the level (either Ior II) of entry for ninth grade students. Ninthgrade'students must compete in Level I only.)

2. Level II - Senior High School, Grades 10, 11, 12.

B. Participation

I. In chapter and team events, an AIASA chapter mustenter the event according to the level which correspondsto its official school classification, (e.g., ThompsonJr. High must enter the Level I chapter team competitiveevent. Any chapter which has both Level I and II membersmay enter only as a Level II chapter.)

AIASA 12/85

77-23 3 1

2. Advisors will be entered in the 'Tame 1 .;.anter

is entered.

3. Students and advisors must be re;=,isterct. ii .endanceat the National Conference Li, artier M. becomefinalists in competition.

4. AIASA members. advisors. and chapters .2%.: ;,.e. la goodstanding with AIASA in order to eater ta:; 'ompetitiveevent.'

5. Contestants are entitled to have only the :1) entry perevent. (e.g.. only one Metric 500 car .zr: cnly one safetyposter. etc.)

6. Conference participants may enter a me:.;..Tut4 (6)

competitive events.

III. Chapter and chapter member entries will be rettl:ild to thefollowing:

(NOTE: The Industrial Bowl - Written contest allove threeindividual members to enter.)

A. No more than two (2) entries per event per e:b...vte7 iu each ofthe following:

1. Creed2. Drafting Problems3. Drawing Interpretation - Goodheart-WilcoN4. Electricity/Electronics - Brodhead-Garrett5. Engineering Problems - Modern School Supplies6. Extemporaneous Speech7. Graphic Logo8. Metric 500 - PITSCO9. Prepared Speech10. Research Paper11. Safety Poster12. Technical Report Writing - School Shop X)2i-c?iueA

NOTE: A student may enter only one (1) of the lev-Liz

1. Creed2. Extemporaneous Speech3. Prepared Speech

B. No more than one (1) entry per chapter in:

1. Bridge Building (2 students per team)2, Chapter Team (6 students per team)3. Dream Rouse - Modern School Supplies4. Energy ConservationS. Industrial. Bowl - Oral (3 students per6. Outstanding AIASA Advisor7. Outstanding AIASA Chapter8. Outstanding AIASA Student - National OK Woman

in Construction9. Record Book10. Technology Process Display

01I577-24

C. A student may enter only one (1) of the following four (4)interview events:

1. Electricity/Electronics - Brodhead-Garrett2. Energy Conservation3. Outstanding AIM Chapter4. Outstanding AIASA Student

D. Contests which require e pre-cocference mail-in deadline to besets

1. Energy Conservation2. Outstanding AIASA Advisor3. Outstanding ALMA Chapter4. Outstanding AIASA Student - National Association of Women

in Construction5. Research Paper

ri. Awards

A. Awards will be presented to the winning entries in eachcompetitive event at the awards presentation ceremonies.first, second, and third place awards will be presented in thefollowing competitive events:

Bridge Building I 6 IICreed IChapter Team I 6 IIDrafting Problems IDrawing Interpretation I 6 II

Goodheart-ifilcaxDream House I & II

Modern School SuppliesElectricity/Electronics I 6 II

Brodhead-GarrettEnergy Conservation I 4 IIEngineering Problems II

Modern School SuppliesExtemporaneous Speech I 6 IIGraphic Logo I 6 IIIndustrie'. Bowl (Written and Oral) I 6 IIMetric 500 14 II

PITSCOOutstanding AIASA Advisor I 6 IIOutstanding AIASA Chapter I 6 IIOutstanding AIASA School I 4 II

Paxton/Patterson and Graves HumphreysOutstanding AIASA State I 6 IIOutstanding AIWA Student I 6 II

National Association of Women in ConstructionPrepared Speech I 6 IIRecord Boat I 4 IIResearch Paper IISafety Poster I 6 IITechnical Report Writing I 4 II

School Shop MagazineTechnology Process Display I 4 II

77-25 320

B. linalists will be identified in all events. Those notrwceiving an award will receive recognition at the awardspresentation by introduction and a certificate to bedistributed at a later date. The number of finalists for agiven event will be determined for each level and event asfollows:

1. 7 or lass entries2. 8-12 entries3. 13-17 entries4. 18-23 entries5. 24 or more entries

3 finalists4 finalists5 finalists6 finalists7 finalists

C. lirst, second, and third place awards are included in thenumber of finalists.

V. Participation

A. It is the intent of AIASL. Inc, to involve u many differentAIASA members as possible for competitive events and recogni-tion in a setting of fair-play practices and guidelines.

B. In the event a question or problem arises that has not beencovered in the "General Roles' or the individual competitiveevent guidelines, the Rules Interpretation Panel will render adecision for the conference.

Should a conflict develop that prevents a member fromparticipating in more than one event. the contestant willdecide which contest entry will be eliminated.

C. It will be the individual responsibility of all contestants toobtain all rules and guidelines for concerned events. tack ofknowledge or understanding about a particular event will notbe reason or excuse for individual change or adjustment consid-eration.

D. Contest concerns during the AIASA National Conference for anyevent should be submitted in writing to the Rules Interpreta-tion Panel.

77-26

321

COURSE.

TEACHER'S DAILY LESSON PLAN

TEACHER

SAMPLE 5

LESSON Recognizing Student

TITLE Achievements

UNITTITLE

LESSON COMPETENCY TASK: tAIASA GOAL OR CONCEPT TO BE LEARNED)

Practice for, and participate in, competitive events to learn Industrial Arts andearn recognition for achievements.

PERFORMANCE OBJECTIVES: (CRITERIA FOR EVALUATION STUDENT LEARNING)

Within this Industrial Arts course, the students will be able to organize, manageand participate in contests, exhibits or demonstrations which motivate students tolearn and provide recognition for their achievements.

GENERAL PROCEDURES: (SUGGESTIONS FOR TEACHER)

1. Tell students about the various AIASA contests and booth exhibits which are apart of the Regional, State, and National Leadership Conferences.

2. Explain to students that contests, exhibits and demonstrations give recognitionto those who achieve and this is similar to other things like merit pay,athletics, and even auto racing.

3. Help students real ize that certain contests, exhibits or demonstrations arerelated to the class or others can be developed.

4. Share contest rules as distributed in the Spring Festival Permanent Rules.5. Suggest topics for contests, places to exhibit or groups to see demonstrations.6. Show samples of awards, ribbons, trophies or plaques that are used to recognize

achievements.

322

77-27

. .eftwma.d.A.I.Mo....m.

CLASS ACTIVITY: ;OVERVIEW OF STUDENT PERFORMANCES)

;,'sass officers will conduct a meeting to decide which contests will provide recognitionto students who achieve. Recognition Committee will organize contests, exhibits, ordemonstrations for the class. Class members will compete with each other or worktogether on a recognition event such as an open house.

LESSON ASSIGNMENT: (DUTIES OF STUDENTS)Class Officers: Conduct a class meeting wherein your teacher will give a lesson onRecognizing Achievements. Reporter serves on the committee. After the committeeselects appropriate contests, exhibits or demonstrations, the officers will conductclass meeting to select those to be used for the class. The officers will announcewhen the next class meeting will be held to allow time for this activity.

Committee Members: 1) Use Spring Festival Permanent Rules and National ConferenceMiTiciciiirntest related to unit of study, 2) Seek additional ways to compete,exhibit or demonstrate learning, 3) Report appropriate ideas to class for selectionof best ones, 4) Organize contests or other events with assistance of the teacher;5) Reporter should announce activity to school and community, 6) Purchase or makeawards for those who achieve, 7) Invite others to observe activity, 8) Reportershould write news story about students who achieved.

REFERENCES: (RESOURCES AND HANDOUTS)

Duties for In Class Contests. Page 49Duties fur Ir, Class Open House Exhibits. Page 49Schedules for Recognition Events. Page 49Regional, State and National Recognition

Events for Industrial Arts Students. Page 50Checklist for Contest Participants. Page 50

(See other references in Resource Section III.)

RELATED ACTIVITIES:Hold competitions or exhibits whereyounger students will learn aboutIndustrial Arts.

Devise a recycling contest forschool.

Solve a problem by inviting tech-nical solutions to be enteredin a class contest.

:MPENMEM 111TEST QUESTIONS: (RELATE TO OBJECTIVES AND CRITERION REFERENCED MEASURES;

List at least five'contests related to class.Prepare a schedule of practice sessions for one contest.Describe proper dress and manners for competitive events.

323

77-28

DUTIES FOR IN CLASSCONTESTS OR RECOGNITION

This activity will involve students to contests which are provioao atlocal, regional, state sod netionai conferences. Thus, swpanta mayPre Ctice end compete in tool dentification. prepare an eohoit or 9,,,a aspeech es pert of the weir they are ifirmnG Industrial arts. The leachershould suggest those contests to the Recognition Committee that relateto the Ours, the students are taking.

Officer and Comnlitttee Duties

Recognition Committee: This committee of tne class r" todetermine what contests 'elate ::. u ,es andstudy rules for possible contests to be held .nclass or laboratory

President: Opens class meeting to near . &Dort ofRecognition Committee and nvolve StulentSin selecting contest tor cIaSS to ...Se

Vies-Premien t : Assists with organizational chart :o ,nowhow students riiiii eJrcete

Secretary: Writes letters 10 persons who uiii Da ...kW :0Serve as tudges

Treasurer: Assists in determining and pv:c!iesrgawards to be given to A .nnerS.

Parliamentarian: May help select lodges for contests andreview rules for participation

Sgt, et Arms: May assist judges ir keeping order or use ofrules.

Reporter Writes up news stories newt t. omests.exhibit or demonstration and artraCiInCeSwinners. May indite community or otherstudents to see contests.

Historian; Keeps records of each se:ivitv and filesrecords or onotos for future reference,

DUTIES FOR IN CLASS OPEN HOUSE EXHIBITSThis activity will involve students in gaining ,ecognstion rot their

achievements in this industrial arts Course The officers of ins Pass willMost with the activity and every student will not oniv help but will alsocontribute PrOjeCts to be exhibited.

OFFICER ANO COMMITTEE DutiesRecognition Committee: This committee of tne class meets to

determine what type of Open House will beappropriate to the course and works withteacher to arrive at the best cult°.

Opens class meeting to hear report of theRecognittco Committee and involve crassmembers in the decisions related to Int OpenHouse,

Assists with the Organizational oroCedureSand work assignments of committeemembers and officersWrites letters or helps .., tr invitations send toSchool personnel and others class wants toinvite.Records expenses incJr.ed during toe OpenHouse activity and seeks funds to meet !hesecosts.Makes sure that prooer procedures atefollowed as visitors are invited or otherarrangements are matte withir me class orschool.May assist sornmirree -fl r1;.(1,; Lo exhibittables and arranging for r,: veaning .,ci sueropen house.Helps to publicize the 0..43 HouSe aroundthe school. Takes photos Jr "rites storybefore end after the event for the newspaper , AFiles and keeps information or photos of the I I 4 7event for use by future students

President:

VicePresident:

Secretary:

Treasurer:

Parliamentarian:

Sgt, at Arms:

Reporter:

'Melanin:

SCHEDULES FOR RECOGNITION EVENTS

USING A CONTEST IN CLASS

1. Teacher presents idea and purpose of contest during class time.2. Recognition Col-Amines suggests possible contests for class to

use.3. Officers lead class meeting to decide of contest to be used.4 Committee reviews or plans rules and organizes time schedule for

individuals to compete.5 Students practice during class or as homework.6. Students or otner iudges select up to six finalists.7. Fin akst s compete before judges and awards are presented to each.8. Reporter and other officers tarry out their duties.

ENTERING A CONTEST

t Obtain and study contest guidelines or rule books.2. Complete forms to preeegister in contest.3. Mail forms to Soong Festival Contest Chairperson.4 Prepare and practice for event in class, school and as homework.5. Demonstrate to class end other school groups for judging or

criticism.6 Dress and conduct oneseif appropriately for fudging.7. Appear at scheduled time for contest and awards program.

1.

2.

3.

4

5.

6

1

2.

3.

4

5.

6

7

I.

HOLDING AN OPEN HOUSE

Class decides if open house will be by class alone or redUeetschool AIASA to cooperate.Obtain permission from school office date and piece of openhouse.Organize ease members to help with venous setup details.Announce to students how to enter proems for open houseexhibitSend invitations to school personnel. parents and communityresourcesPovide,ecognition for those who participate.

GIVING A TECHNICAL DEMONSTRATION

Select a technical topic wnich would interest or help other people.Prepare aseari:h reoort or speech on the topic of demonstrationMake models or assemble tools for demonstration.Practice giving demonstration in class, school or as homework,Arrange time and place to give demonstration such as State Fair,shopping mall or open house.Dress ano conduct oneself in professional way isnot to and duringdemonstration.Provide demonstration and answer Questions of those whomatched

374

REGIONAL, STATE AND NATIONAL RECOGNITIONEVENTS

FOR INDUSTRIAL ARTS STUDENTS

TECHNICAL PERFORMANCE CONTESTSArchitectural DrawingEngineering DrawingElectricity/ElectronicsGraphic ArtsL.S.F1.A.V:Imodel race cars)LeathercraftPhotographyMetal MachiningSmall Engine Trouble ShootingTool and Machine IdentificationWoodturning - between centersWoodturning - face plateScreen Process Printing (hand cut film)Metric SOO Race

GENERAL CONTESTSGeneral knowledge TestPublic Speaking Contests (prepared and

extemporaneous)Chapter Team ContestResearch Paper Entry ContestSafety Poster EntrY ContestTechnical Writing Contest

Booth or Display ContestsCoCurricular Activity ExhibitCommunity Service Project ExhibitScrapbook or Record Book ExhibitFund Raising Project ExhibitBooth Exhibit

PROJECT EXHIBIT CONTESTS (enter by course titleand course code)Exploring TechnologyModern IndustryConstructionManufacturingCommunications TechnologyMaterials and ProcesAis TechnologyPower and Transportation TechnologyArchitectural DrawingBasic Technical DrawingElectricity and ElectronicsEnergy and PowerEngineering DrawingGraphic CommunicationsMetals TechnologyWoods TechnologyGeneral Industrial ArtsIndustrial CraftsIfor other titles see Spring Festive Permanent Rules)

CHECKLIST FOR CONTEST. PARTICIPANTSDirections: Performance and leadership contests are judged on the

following aspects. To Gain student, to improvethemselves for the contest these statements can bechecked off by another person.

Technical Understanding

1. Accurate information used from books and research.2 Impact or value of tschnokigy understood.3. Safety procedures ere used or described.4. Information reviewed or abOroved by teacher.

_1.9.

Leadership

Leadership ability is exhibited.Experienced **officer or participant in AlASA.Voice end reannedsfellase sporooriate.A.esista with projects of clue.lielPsd WINO materiels and forma for entry ;MO Cornett.Sent nseietnnion materiels to comet chairperson.

Career information

Knows at least 5 tenses relined to contest.Understands reauisited for carrot entry.Lists programs for occupational preparation.

Performance

1. Shows interest and enthusiasm.Dressed appropriate to contest.

3. Presents or demonstrates information in orderly manner.4. Develops aye contact.5. Voice and manner orotesliOnel.6. Padre Organized well and holds interest.7. Wining is accurate and to the 00int.

77-30

I

TEACHER'S DAILY LESSON PLAN

SAMPLE 2.

LESSON Using Industrial Community

COURSE: TITLE Resources

UNITTEACHER TITLE

LESSON COMPETENCY TASK: tAIASA GOAL OR CONCEPT TO BE LEARNED)

Identify and arrange for industrial speaker or tour to assist class in learningIndustrial Arts.

PERFORMANCE OBJECTIVES: (CRITERIA FOR EVALUATION STUDENT LEARNING)

Within this Industrial Arts course, the student will be able to list industrialand community resources, select at least three (3) appropriate to the unit ofstudy, and arrange for a speaker or tour.

Within this Industrial Arts course, the student will be able to conduct a surveyof industries or use a questionnaire during interview with industrial careerpersons.

GENERAL PROCEDURES: (SUGGESTIONS FOR TEACHER)

1. Tell students about the value of personal contact with community resources forlearning the content of this Industrial Arts course.

2. Review with students the components of a good business letter.3. Show the students how to obtain information about industries or businesses in

the community, city or county from libraries and directories.4. Ask the students to list names of resources by open discussion and brainstorming.S. Assign the Community Resources Committee to review the list and report back to

class for vote.on best choice for class.6. Talk with speaker or tour guide before visit to review purposes of activity.7. Assist students in follow-up, writing letters, and record-keeping files of recor..8. Stress the importance of Industrial Arts as the study of industry.and technology.

32677-31

I

1

[CLASS ACTIVITY: IOVERVIEW OF STUDENT PERFORMANCES)

Class officers will conduct a meeting to decide which industrial and communityresources will be used to learn a certain unit of Industrial Arts. A CommunityResources Committee meets to list and select appropriate speakers or industrial tours.The class will vote on the best resource. With help from the teacher and principal,the speaker is called or a letter is written. If all students are not permitted tovisit the industry, the committee may visit and report to the class. Afterwards, athank you letter should be written to the persons who assisted the class or committee.

...

1

LESSON ASSIGNMENT: (DUTIES Of STUDENTS) SPECIAL EQUIPMENT:Class Officers: Conduct a class meeting wherein your teacher will give a lesson onUsrWmunity Resources. Historian serves on the committee. After the committeeselects appropriate resources, the officers will conduct a meeting to select one.The officers will announce when the next class meeting will be held to allow timefor this activity.

Committee Members: 1) Use library, Chamber of Commerce Directories or yellow pagesto find industry or business related to unit of study, 2) After class votes on bestresource, committee writes letter to invite speaker or arrange tour, 3) Parliamen-tarian obtains permission forms from principal's office if required, 4) Follow-up ismade to check on arrangements, 5) If class is not permitted to visit industry, thecommittee may make visit and report to class, 6) Thank you letter is written tospeaker or industry, 7) Records are kept in file for use by other class or schoolchapter.

REFERENCES: (RESOURCES AND HANDOUTS)

Directories of industries in community.Listings of agencies or organizations.Parents, other teachers, former students.Duties for In Class Use of Community

Resources. Page 40Typical Schedule for Using a Speaker. Page 40

(See other references in Resource Section III.)

RELATED ACTIVITIES:Invite career speakers.Visit placement/personnel offices.Make T.V. tape of resources.Organize a career day for class

or with chapter.Honor an industry in community.Enlist students in community

activities related to course.

TEST QUESTIONS: (RELATE TO OBJECTIVES AND CRITERION REFERENCED MEASURES)

List industries in community related to course.Write sample letter explaining how the speaker from local agency or industry would be

a helpful resource to class.Describe what was learned by visit to an industrial or community restoirce.

rttit i

77-33

i

li

Documents

files.eric.ed.gov · (Physics) ABSTRACT. This document describes minimum competencies and suggested student activities for a seven-unit course called Principles of Technology. The